The Digital Well-Being Among Learners in Higher Education: A Scoping Review

Introduction: Digitalisation has changed how we learn and share knowledge. The rapid growth of technology has transformed how people interact with themselves, each other, and their environment, impacting their well-being. This calls for more research. This review aimed to systematically map the functional elements of digital well-being among higher education learners and their relation with overall well-being issues. Method Primary literature from January 2018 to October 2023 was collected using the three-phase search strategy according to the Joanna Briggs Institute (JBI) scoping review guideline. Terms ‘digital well being’ OR ‘digital well-being’ OR ‘digital wellbeing’ AND ‘higher education’ AND ‘learners’ were searched from the Web of Science, PubMed and Scopus databases. All peer-reviewed articles that describe the effects of digitalisation on the well-being of all learners in higher education institutions were included. Results Out of the 348 articles initially identified, 35 were reviewed, covering 10,838 undergraduate and postgraduate students aged 17 to 48 from 23 countries. Eight interconnected themes emerged: digital self-regulation, digital self-efficacy, digital intention, digital conduct, digital engagement, digital support, digital resources, and digital safety. Among these, digital self-efficacy consistently functioned as the central driver, shaping learners’ ability to engage meaningfully in a digital environment. Poor self-regulation was the most frequently reported source of adverse outcomes, while digital conduct and safety remained underexplored with limited evidence of their direct impact on well-being. Conclusions These findings underscore the need for holistic interventions that strengthen digital skills, promote ethical and inclusive design, and provide institutional support to safeguard well-being. Future research should expand into underexamined areas, such as digital conduct and safety, while integrating cross-disciplinary perspectives to ensure digital ecosystems foster resilience, autonomy, and healthier engagement for learners.