Implementation and evaluation of the developed guidelines

Through a systematic approach that includes defining clear goals, designing relevant activities, monitoring measurable indicators, active education and support, and adequate resource allocation, a higher education institution can greatly contribute to the digital well-being of its students, teachers, and staff, creating a healthier, more productive, and more pleasant academic environment.

Indicator measurement must not be just a one-time check, but a constant process of collecting and analysing data in real-time according to the measurement frequency and responsibility defined in the guidelines. Regular, precise, and transparent measurements will enable the identification of effective and ineffective strategies and their adjustment to achieve maximum effectiveness.

The indicators set in the guidelines and their achievement will serve as a measure of success and will include, among other things, the following:

• An increase in the percentage of students, teachers, and staff reporting improved digital well-being by regularly completing surveys (e.g., reduction in perceived stress, increase in a sense of connection).
• An increase in the number of users of support services (counselling centres, workshops, technical support) indicating the recognition and utilisation of available resources.
• An increase in digital competencies among teachers and students, measured by self-assessments or testing.
• Positive feedback information following held educations and workshops, with participant satisfaction ratings.
• A reduction in the number of incidents related to digital overload or "burnout" within the academic community.

Through systematic evaluation cycles, which include data collection and analysis using the stated methods (surveys, resource usage analysis, focus groups, feedback), in-depth insight into progress will be ensured, enabling proactive decision-making. By monitoring changes in indicator trends over time, the institution can react quickly to new challenges and optimally allocate resources.

Time resources for monitoring and evaluation must be specified and include a specifically defined time:

• for periodic data collection (e.g., monthly, quarterly, annually);
• for the analysis and interpretation of collected data;
• for preparing reports on progress and achieved results;
• for regular meetings of responsible bodies to review results and make strategic decisions.

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Responsibility for monitoring and evaluation of guideline implementation must also be clearly defined and distributed:

• Responsible person: Vice-rector for Students or for Quality / Head of the Student Support Office / Head of the Counselling Centre, who is ultimately responsible for overseeing the process and reporting to senior management.
• Activity leader (monitoring and evaluation): A specially formed Digital Well-being Committee or Quality Assurance Working Group that includes representatives of teachers, students, professional services (psychologists, IT support), and administrative staff. This group is tasked with the operational conduct of monitoring, data collection, analysis, and report preparation.
• Higher education institution management (Rector/Dean and Vice-rectors/Vice-deans): Responsible for approving monitoring and evaluation plans, ensuring necessary resources, and making strategic decisions based on evaluation reports.

The goal is to create a dynamic system in which evaluation feedback is directly used for the further improvement of digital well-being within the institution, ensuring that the guidelines remain relevant and effective in a changing digital environment.