Digital Wellness in Pedagogical Practices: Balancing Tech Integration with Mental Health

Introduction

Digital wellness has emerged as a critical area of study in response to the expanding role of technology in daily life and learning. Though definitions vary across disciplines, the term generally refers to the benefits and burdens of digital connectivity (Abeele & Nguyen, 2022). While connectivity fosters engagement, it also brings challenges like screen fatigue and cognitive overload, factors that can disrupt meaningful teaching and learning. Hence, navigating digital wellness is necessary for preventing burnout. This article offers practical strategies for integrating technology into the classroom while supporting instructor and student mental health.

The Digital Dilemma: Benefits and Burdens of EdTech

Educational technology (EdTech) has revolutionized when, where, and how teaching and learning happens. It provides enhanced access to content and the opportunity for flexible, hybrid learning environments, where engagement is maximized through various tech tools. It also streamlines communication and feedback, potentially strengthening the relationship between instructors and students. However, this constant connectivity may come at a cost, both emotionally and cognitively.

A 2024 EdTech survey conducted by WGU Labs found that 41% of 359 faculty members across a range of institutions reported burnout. Although faculty burnout has been a long-standing concern in higher education, roughly 80% of the respondents reported that they feel as if they are always working or thinking about work due to technology. Another 64% feel it makes them constantly available to students and colleagues.

This “always on” dynamic that results from digital connectivity can lead to emotional exhaustion and cognitive overload, contributing to increased multitasking and fragmented attention spans (Maslovat et al., 2013; Van dur Schuur et al., 2015; Chang, 2016; May & Elder, 2018).

These findings highlight the need for a more mindful and balanced approach to EdTech, one that emphasizes both an awareness of its impact and an intentional use that supports well-being.

Signs of Digital Burnout in Learning Environments

Because EdTech isn’t going anywhere, it’s important for faculty to recognize the symptoms of digital burnout in themselves and their students. Breytenbach (2015) defines digital burnout as a psychological condition where overwork results from the constant connectivity digital devices offer. Trouble sleeping, decreased work productivity, family conflicts, exhaustion, emotional stress, disinterest, feeling detached, emotional regulation difficulties, and both physical and psychological health issues are common symptoms (Detecon, 2013; Quill, 2017; Spalding, 2015; Erten & Özdemir, 2020; Durmus, 2022). Recognizing these signs early allows instructors to take proactive steps to protect their own well-being and create healthier digital environments for their students.

Digital Wellness Strategies for Instructors

Below is a list of digital wellness strategies for instructors striving to maintain a healthy balance between technology use and personal well-being while supporting their students in doing the same:

• Model Healthy Tech Boundaries for Students

  • Include a communication policy in your course syllabus that establishes clear hours of communication and normalizes delayed responses.
    • Example: I am available to respond to emails Monday through Friday between 9:00 AM and 5:00 PM. Messages received outside of these hours will be addressed the next business day. While I strive to respond within 24 hours, please allow up to 48 hours for a reply during busy times. For urgent course-related issues, please note that I do not monitor email on weekends or holidays.

  • Design Balanced Course Components

    • Mix synchronous and asynchronous content to create an engaging learning experience where tech enhances the course instead of dominating it. A couple of examples of balanced and flexible course design are listed below:
      • Weekly Live Q&A + Pre-recorded Lectures: Post lecture videos or readings for students to review on their own schedule, then hold a weekly live session (face-to-face if possible) for discussion, clarification, or application of concepts.
      • Recorded Demos + Live Practice Sessions: Post a tutorial or walkthrough of a concept (e.g., lab method, software use, etc.), then schedule a (tech-free if possible!) synchronous class session for students to try it out with your guidance and peer feedback.

    • Incorporate Digital Mindfulness into Your Courses

      • Encourage reflective practices about tech use. Use the exercises that follow to help students develop awareness of their digital habits and foster more intentional relationships with technology in their daily lives:
        • Have students keep a tech usage journal for three days, noting when and why they reach for their devices. Afterward, ask them to identify patterns and one small change they could make to improve their relationship with technology.

Lead an in-class “notification audit” where students temporarily disable all non-essential notifications and document how it affects their focus and mood. Follow up with a brief discussion on which notifications truly serve them and which create unnecessary distractions.

Promoting Digital Wellness as a Shared Responsibility

Although it’s important for instructors to model a healthy relationship with technology, developing and maintaining digital well-being in the classroom is a collaborative endeavor between teachers and students.

Below are some blog posts from the K. Patricia Cross Academy CrossCurrents Library that might be helpful when considering how to work together with students to co-create tech expectations and norms:

• The Digital TA: Harnessing AI for Fair and Efficient Grading
  • This blog post emphasizes the thoughtful integration of AI tools to support both efficiency and fairness in grading without replacing human judgment. This balanced approach highlights the importance of setting clear expectations about how technology should be used in academic spaces. When co-creating tech norms with students, instructors can draw from this mindset to foster shared responsibility, transparency, and ethical use of digital tools in the classroom.

• Scaffolding AI as a Learning Collaborator: Integrating Artificial Intelligence in College Classes
  • Emphasizing the importance of guiding students to engage with AI tools as active collaborators rather than passive consumers, the post highlights strategies for meaningful integration. By incorporating structured activities like prompt engineering and interactive dialogues, instructors can empower students to critically assess AI’s capabilities and limitations. Such collaborative approaches foster a shared understanding of ethical and effective AI use, making it an excellent foundation for co-creating classroom technology policies.

• ChatGPT in College Education: Promises, Limitations, and Ethical Considerations
  • Highlighting both the potential benefits and significant limitations of ChatGPT in academic settings, the article underscores the importance of critical engagement with AI tools. By fostering open discussions about ChatGPT’s capabilities and ethical considerations, instructors can collaborate with students to establish clear, shared guidelines for responsible and effective AI use in the classroom.​

Conclusion

As technology reshapes education, promoting digital wellness is paramount. By modeling healthy tech use, designing balanced courses, and encouraging mindful habits, instructors can help students build sustainable relationships with technology. A thoughtful, collaborative approach ensures that EdTech enhances learning without overwhelming it, supporting both academic success and mental well-being.