Video lesson: Well-being in the Information Society

Welcome! In this video lesson, we will explore a key question of our digital age: What does well-being actually mean in the information society? Together, we will analyze how omnipresent digital technologies affect the well-being of all of us in the higher education environment. We will discover how important it is to understand and ensure well-being in the context of the increasing use of digital tools. We will also look at specific research results that emphasize why caring for well-being is of utmost importance, and we will clarify the inseparable link between mental health and general well-being. Join us so that we can gain a deeper understanding of this crucial topic together. Digital technologies are radically changing the way people learn, work, use information, and communicate. Digital transformation brings new challenges and opportunities for students and teachers, impacting their cognitive, physical, social, and emotional health. The use of digital technologies in education, professional development, and communication positively affects daily life by providing flexibility in performing these tasks. However, excessive use of digital technologies leads to saturation and aversion toward them. These digital technologies affect the well-being of students and teachers. The well-being and mental health of students are the foundation of their successful academic path and quality of life, yet worrying data reveal challenges that often pass without adequate support and intervention. The results of recent research highlight the complex and significant impact of digital technologies on various aspects of individual well-being, as well as the increasingly early onset of disturbances and disorders in a certain percentage of the student population. Today: 25 % of students have disturbances and disorders that interfere with quality of life and affect studying efficiency, 75 % of psychological disorders arise by the age of 24, and if not recognized and treated, they become chronic. Unfortunately, help is not sought in a timely manner, but on average, 8 years after the appearance of the first symptoms. It is estimated that about 5 % of students do not finish their higher education due to untreated disturbances and disorders. What is well-being? Well-being is a state in which a person feels healthy and happy. In this context, well-being encompasses the physical, emotional, mental, and social state of an individual or community. What is digital well-being? Digital well-being refers to a state in which an individual achieves a healthy and balanced interaction with digital technologies, protecting their physical, mental, emotional, and social health. What is mental health? Mental health is a state of well-being in which an individual realizes their potential, can cope with normal life stresses, work productively and fruitfully, and is able to contribute to the community. Mental health is not just a part of well-being – it is its foundation that enables an individual to effectively cope with life's challenges, utilize their full potential, be productive, and actively contribute to their community. All these elements directly stem from stable mental health and form the core of overall well-being. When our mental health is good, we are more likely to: feel happier and more satisfied with life, have more energy and motivation, have better physical health, have higher quality relations with others, be more productive in our activities, and cope more easily with challenges and stress. It is important to emphasize that well-being and mental health do not imply the absence of unpleasant emotions, but rather access to internal and external resources to successfully deal with them. In a study by the Agency for Science and Higher Education, conducted on a sample of 4,273 students in September 2021, approximately half of the students reported feelings of social isolation and loneliness, as well as problems with attention and concentration. Also, almost half of the students dealt with feelings of anxiety, and a third with feelings of depression. Slightly less than half of the students believe they used social networks in an unhealthy way. About half of the students perceive their mental health as worse or much worse compared to the period before the pandemic. Slightly more than a third of the students completely or mostly believe they would seek help if psychological counseling or psychotherapy services were available at their higher education institution. However, when asked if such help exists at their institution, one-fifth stated it does, while more than half stated they do not know. 50 % of students feel social isolation and loneliness. 50 % of students have problems with attention and concentration. 50 % of students are anxious. 50 % of students have worse mental health after the pandemic. In a study titled "How are we? Life in Croatia in the era of Corona," conducted at the end of 2020, the psychological state of Croatian citizens was investigated, along with how people of all generations and in different life roles coped with the COVID-19 pandemic and the earthquake in Zagreb, on a sample of 2,600 people. So, how are we all? Regarding the question of how we all are, we can say it is important to know when we ask that question. In 2020, we were not at our best. Those particularly affected were the female gender, primarily young women. However, in 2025, if we were to ask how we are, we have somewhat returned to our usual state; nevertheless, we must be aware that we live in an extremely demanding period—for instance, in 2022, the war in Ukraine happened, then other wars occurred, then massive digitalization took place, and then artificial intelligence emerged. Thus, everything that could potentially attack our well-being. To the question of how we are, we will have to answer every year, and what I would advise universities, us university teachers, but also society and the community as a whole, is to actually ask people how they are every year, to see who the most vulnerable individuals or groups are, so that we can help them with their mental health because the 21st century is a century in which mental health is particularly endangered. And in that way, to actually regulate both university and overall community policies to move toward well-being, because what we know so far from our research and global research is that the mental health of young people is especially endangered. We older people are still somehow staying afloat because we grew up in a different time and different glasses were placed on our eyes, much more positive ones, and our task is to show them that a bright future is possible. Digital tools have transformed the way young people communicate and learn. Digital pedagogical strategies can be used to improve learning outcomes, but the online space is not without risks. Peer pressure, cyberbullying, and oversharing of personal data are some of the risks faced by stakeholders in the education system. It is important to devote attention to learning how to safely and effectively use digital technologies for well-being and to consider the potential positive and negative effects of various aspects of digital technology use on well-being. Digital well-being refers to finding harmony in our digital lives, where technology serves us, rather than the other way around, and where our online activity does not occur at the expense of our overall health and happiness. It includes: awareness of the impact of digital technologies: understanding how screen time, information exposure, and online interactions affect various aspects of our lives; intentional and conscious use of technologies: using digital tools in a way that supports our goals and well-being, instead of distracting or negatively affecting us; setting boundaries: establishing healthy boundaries regarding time spent online, notifications, and the types of content we engage with; developing healthy digital habits: practicing behaviors that promote well-being, such as regular screen breaks, avoiding device use before sleep, and nurturing offline activities and relationships; critical reflection and encouraging responsible and ethical use of digital technology: being aware of potential risks such as misinformation, cyberbullying, privacy violations, and taking steps to avoid them; understanding copyright and intellectual property. Higher education institutions and the education sector have a responsibility to teach students digital skills and digital well-being so they can use the online space safely and successfully. In conclusion, higher education institutions should do the following to ensure digital well-being: develop guidelines and policies to promote well-being in digital education and training, introduce measures to mitigate risks associated with the use of digital technologies in education, such as cyberbullying, addiction, and information overload, improve the digital skills of students and teachers, and address the digital divide.