Digital well-being in higher education

"<< Background >>The project was initiated to tackle the growing concerns around digital wellbeing, especially among students and educators. The key needs addressed include:Mental Health: Reducing digital stress and improving mental health by promoting healthier digital habits.Education: Enhancing digital literacy and competencies among educators and students.Community Engagement: Encouraging a community approach to addressing digital wellbeing.These needs were identified based on the increasing use of digital tools in education and their impact on mental health and productivity.The rationale for this project was to help universities find a balance between digital and non-digital tools in academic life. Post-COVID-19 insights highlighted the importance of integrating and developing digital skills to enhance the quality of education. The project addressed the lack of systematic training for digital skills development and online teaching methods among partner countries. Additionally, it aimed to raise awareness among Higher Education Institutions (HEIs) about the consequences of inefficient technology use on their wellbeing and student engagement.<< Objectives >>The main aim of the project was to develop an innovative approach for university teachers to manage the complex situations by promoting high levels of digital well-being and to efficiently use digital methods. Our specific goals were the following:Raise the awareness of HEIs about the need to implement strategies increasing the well-being of teachers with direct impact on student learning engagement and performances and sustaining an efficient adjustment to the digital era.Develop teachers’ digital competences in the context of the emerging trends of integrating technologies in teaching and learning.Provide teachers tools supporting both work and learning engagement, and digital well-being and resilience. Publish a research report highlighting the country differences regarding technostress in academics and students and the predictors fi technostress and digital wellbeing. Create a mentors and mentees network to implement digital well-being methods in the European universities and sustain social support.<< Implementation >>The activities implemented in our project included: Development of Educational Resources: Created materials to support the integration of digital skills in academic settings: workbook and booklet, online course materials etc. Workshops and Training Sessions: Conducted for educators and students to promote healthy digital habits and enhance digital literacy and social and organisational support, through mentoring activities. Multiplier Events: Organized to disseminate project findings and engage the broader community, to share good practices about how to promote and sustain digital well-being and find way to implement the results in different organisations. Collaborative Research: Carried out to understand the impact of digital tools on mental health and productivity. This activity involved surveys and questionnaires development which were distributed to gather data from students and educators about their digital habits and their effects on mental health, data analysis performed to identify trends and correlations between digital tool usage and various aspects of wellbeing and productivity, publication of findings - thee results being compiled in one report and one scientific article to share knowledge and inform best practices in digital well-being.These activities were designed to create a comprehensive approach to addressing the challenges associated with digital tool usage in educational environments.<< Results >>The ""Digital Wellbeing in Higher Education"" project produced several significant outputs and results:1.Quantitative Study: The project conducted a comprehensive quantitative research study to analyze the factors affecting digital wellbeing. This study provided valuable insights into how digital tools impact mental health and productivity across different educational settings The concrete outputs of this result were the following: -Based on the initial need analysis, the partners developed a questionnaire for academics and teachers to measure overall and digital well-being, technostress and their determinants, such as technology self-efficacy, social support, extensive use of online apps, achievement striving, formal and informal rules about using technology at work/ in learning. The two forms of the questionnaire (for academics and for teachers) translated in the four languages of the partners are also results developed within R1. The questionnaires were piloted and optimised based on the statistical analysis and the psychometric properties of the scales tested through the research study. Given the significant results obtained, these scales could be used in each organisation and higher education institution to assess the digital well-being of employees and also the measure predictors of technostress. The survey could be filled in and the item format are available upon request: Survey for teachers: https://chestionare.unitbv.ro/index.php?r=survey/index&sid=661818&lang=enSurvey for students: https://chestionare.unitbv.ro/index.php?r=survey/index&sid=722595&lang=en-A research report, summarising the results obtained through a quantitative study using the above mentioned surveys: https://digi-well.unitbv.ro/wp-content/uploads/2024/02/DigiWell-Research-report_26.04.2023.pdf -In addition, a scientific article was published in a high impact journal, topresent the country differences concerning technostress: https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2024.1377200/full In the context of the concerns about technostress among higher education institutions, the aim of the study is to analyze the technostress creators and inhibitors for university teachers and students in different European countries. To explore specific aspects related to use of technology, two –parallel online surveys for academics (and students from the four partners(Romania, Germany, Norway, and Finland) were conducted between November 2022 – January 2023. The findings suggest that the perceived optimal use of technology is significantly lower than the actual use for all the contexts. Overuse of technology was associated with technostress. Our results also showed that technology self-efficacy and social support from colleagues and teachers are negatively associated with technostress. Country differences regarding technostress and time spent online were also observed. The respondents were academics (446 respondents) and students (660 respondents) in each partner’s country. Initial results were presented to the academic community during conferences and professional meetings. The factors affecting well-being were more in-depth analysed and other dimensions were added,given the literature review and the changes at organisational and society level, after the pandemic. The data analyses focused on the predictive role of the extensive use of technology, personal factors and organizational context and well-being, but also highlighted the differences between the four countries. The results provided a profile of the digital well-being in European academics and provided criteria for the selection of mentors for the Learning Teaching Training Activity. 2.Digital Wellbeing Workbook: A practical manual for facilitators and mentors was developed. This workbook serves as a guide for educators and mentors to implement strategies that promote digital wellbeing among students and staff. The concrete result is a workbook: How to achieve digital well-being in universities – Tackling teachers' technostress through mentoring: http://www.editura.ubbcluj.ro/bd/ebooks/pdf/4087.pdf The workbook represents a tool with a practical content, including materials to be used in the mentoring program, but also to be consulted by everyone interested in the topic of digital well-being. The workbook is constructed in five chapters, starting with the explanation of the concept of digital transformation and how technological change affected the way we work on a more general level. The second chapter focuses on digitalization of higher education on a more general level, analysing the impact of digitalization in higher education institutions and its influence on teaching and learning. The reader is introduced to online, blended, and hybrid learning requirements and to digital competences needed to be mastered by a skilled teacher. Chapter three presents the central concept of the book – wellbeing – and explains how it relates to work engagement. It also analyses pros and cons of technology use by revealing research results on technostress, IT resilience and digital competencies of teachers and students alike. The fourth chapter presents practical ways to set up a mentoring program and offers a sample of interventions that are meant to reduce technostress and increase digital competences of academic professionals. This chapter goes more into practical knowledge on the subject and links the workbook with other resources available for potential mentors or university professionals. The last chapter presents the concluding remarks. The last part of the workbook is related the Virtual Center for Academic well-being, including mainly learning units that mentors and mentees could use during the mentoring program, and also every time when they need tools to regulate their well-being.The abstracts of the workbook written in English and all the other partner languages (Romanian, German, Finnis, and Norwegian) are also concrete results: https://digi-well.unitbv.ro/results/result-2-workbook/ 3.Digital Wellbeing Booklet: Pocket Guide to Digital Wellbeing: https://digi-well.unitbv.ro/results/result-3-the-booklet/ This booklet was created to offer concise and actionable advice on managing digital stress and fostering healthier digital habits. It is designed to be easily accessible and widely distributed among the academic community. The booklet includes guidelines to support university teachers in the implementation of the methods able to stimulate a positive climate and engagement using digital tools, it is mainly a guide for teachers and academics, but it can be used byanyone interested in the topic of digital well-being. The main aspect included in the booklet is a reflection tool to asses digital well-being: self-efficacy, digital social support. The booklet functions as a «toolbox» for increasing your own digital wellbeing, and supporting others; it features a tool for assessing own digital wellbeing and provides a framework for findingareas of improvement to increase digital wellbeing. Guidelines on how to use the reflection tool are presented, for three levels of digital competence. Each level have their corresponding pages with descriptions to help readers to build their digital profile, highlining also the strengths of the profile and also the weak points, with suggestions to the workbook and booklet chapters which could be consulted to optimise the profile. The dimensions of the self-assessment tool were chosen based on the results obtained in the research report, self-efficacy, social support anddigital competence being the main predictors of digital well-being. The abstracts of the workbook written in English and all the other partner languages (Romanian, German, Finnis, and Norwegian) are also concrete results. 4.E-learning Platform: An online platform: E-Learning course Digital well-being: The Virtual Centre for Digital Well-Being was established to provide continuous learning opportunities about digital wellbeing. This platform includes various resources, courses, and training materials to support the ongoing development of digital skills. The aim of the online resources is to offer academics a support for reflecting on the benefits of using digital tools in an efficient manner and to find a balance between digital and non-digital aspects of the professional life: a better understanding of the digital landscape in higher education; recognition of the importance of maintaining a high level of digital well-being and its consequences on student performance, satisfaction and learning engagement. The result is implemented in a moodle platform, embedded on the project website, including pages both in English and in all four partner languages. The online platform contains sections with guidelines about digital well-being and the expansion of digitalisation on the working life. While the booklet will list the activities through typing and illustrations, the online course provides the output in a “digital form”, using pedagogical principles of e-learning. The content is divided in several learning units:Unit 1. Introduction – Digital Wellbeing and Positive Psychology (In this unit, the concept of digital wellbeing is presented, why it is important, and which role Positive Psychology plays, a self- assessment exercise is also included);Unit 2. Advantages of a positive mood/ of positive feelings (In this unit, participants will explore the importance of maintaining a positive outlook and its impact on digital wellbeing. The pervasive call to think positively and stay optimistic, often encountered in podcasts, social media, and other onlineplatforms, underscores its significance. Participants will gain insights into balancing emotional experiences and developing resilience in the digital age).Unit 3. Promoting positive feelings and mindfulness (The unit covers the core elements of mindfulness, which serve as a guide to enhancing emotional regulation, reducing stress, and promoting overall wellbeing in both digital and real life. Through these insights and exercises, participants will discover ways to use technology more mindfully, thereby enhancingtheir overall wellbeing).Unit 4. How can we promote long-term psychological well-being? (This unit focuses on understanding the influence of well-being happiness and value happiness on long-term psychological wellbeing. Participants will explore how engaging in fulfilling activities can help develop resources and skills,leading to greater satisfaction and happiness. Through this unit, participants will gain insights into fostering long-term psychological wellbeing by immersing themselves in activities that satisfy fundamental human needs and by using digital technologies mindfully).Unit 5. Autonomy and Sense of Meaning (This unit addresses the essential questions: ""What do I want?"" and ""What do I not want?"" Understanding and advocating for our needs, as well as setting boundaries, are crucial components of this exploration. Participants will learn approaches toenhance their sense of autonomy and make meaningful choices, fostering a balanced and empowered life).Unit 6. Positive Relationships and Self-Acceptance (In this unit, participants will explore the characteristics of positive relationships, their importance, and how to build and maintain them with others. Practical exercises will help participants apply these concepts to foster and utilize positive relationships in both the analog and digital worlds).Unit 7. Competence and Personal Growth (In this unit, participants will learn how a sense of achievement enhances our experience of competence and self-efficacy. Understanding the importance of recognizing our strengths, values, and goals is central to this process. Practical exercises will help participants strengthen their skills and promote personal growth byeffectively confronting new tasks and requirements).Unit 8. Pathways to resilience (In this unit, participants will learn how to promote their resilience through conscious behavior, thoughts, and actions. Participants will discover practical methods to build their resilience, enabling them to navigate challenges more effectively and grow from theirexperiences.). The eLearning course is designed to provide a holistic approach to personal wellbeing and growth. It covers essential aspects such as positive thinking, mindfulness, psychological wellbeing, autonomy, relationship building, competence, and resilience. The course offers a hands-on approach helps learners to internalize concepts and integrate them into their daily lives, both in personal and professional contexts. 5.Multiplier Events: Several dissemination events were organized to share the findings and resources of the project with a broader audience. These events included workshops, conferences, and presentations aimed at raising awareness about digital wellbeing and engaging stakeholders from various sectors: https://digi-well.unitbv.ro/events/multiplier-events/ 6.Training Sessions: Training sessions for mentors were conducted to equip them with the knowledge and skills needed to support digital wellbeing initiatives within their institutions. These sessions ensured that mentors were well-prepared to implement and promote the project's objectives: https://digi-well.unitbv.ro/events/learning-teaching-training-activity/ These concrete outputs and activities significantly contributed to enhancing digital wellbeing awareness and practices in higher education institutions."