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Impact of Digital Wellbeing Education on Screen-Time Management among University Students in Nigeria

Abstract

Digital technology has become an integral part of university students' academic, social, and personal activities in Nigeria. Smartphones, computers, tablets, social media platforms, streaming services, online learning applications, and messaging platforms provide important benefits but may also contribute to prolonged and poorly regulated screen exposure. Excessive screen time may interfere with sleep, physical activity, concentration, academic productivity, interpersonal relationships, and psychological wellbeing. Digital wellbeing education provides students with knowledge and practical strategies for managing their digital behaviours, including screen-time monitoring, setting usage limits, establishing technology-free periods, managing notifications, prioritizing essential digital activities, and developing healthier technology-use habits. Against this background, this study investigates the impact of digital wellbeing education on screen-time management among university students in Nigeria. The study will be anchored on Social Cognitive Theory, the Technology Acceptance Model, and Behavioural Theory. Social Cognitive Theory emphasizes self-regulation, self-efficacy, behavioural skills, observational learning, and environmental influences in the development of healthier technology-use behaviours. The Technology Acceptance Model explains how students' perceptions of the usefulness and ease of use of digital wellbeing tools may influence their adoption and continued use of screen-time management strategies. Behavioural Theory explains how digital habits may be shaped by cues, reinforcement, rewards, and established routines, while structured education and behavioural strategies may support the development of healthier patterns of technology use. Collectively, these theoretical perspectives provide a suitable framework for explaining how digital wellbeing education may influence screen-time management among university students in Nigeria. The study will adopt a quantitative quasi-experimental research design. The study population will comprise undergraduate students enrolled in selected public and private universities across Nigeria. A multistage sampling technique will be used to select states, universities, faculties, departments, and eligible students. Digital wellbeing education will be measured using indicators such as exposure to structured educational sessions, knowledge of digital wellbeing, awareness of excessive screen exposure, screen-time monitoring education, digital self-regulation strategies, notification management, device-use planning, technology-free periods, sleep-related digital habits, online-offline activity balance, and use of digital wellbeing applications or device-based screen-time controls. Screen-time management will be assessed using indicators such as average daily screen time, ability to monitor screen use, adherence to self-imposed screen-time limits, frequency of recreational screen use, management of social media use, reduction of unnecessary device checking, use of technology-free periods, management of screen use before sleep, prioritization of academic versus recreational digital activities, and overall ability to regulate digital device use. Data will be collected using structured questionnaires, validated digital wellbeing and screen-time management instruments, and objective screen-time records from smartphones or other digital devices where available. Screen-time management will be assessed before and after exposure to the digital wellbeing education programme. Descriptive statistics will be used to summarize students' demographic and academic characteristics, patterns of digital device use, and screen-time management practices. Inferential statistical techniques, including paired sample tests, independent sample tests, chi-square tests, correlation analysis, and multiple regression analysis where appropriate, will be used to determine the impact of digital wellbeing education on screen-time management. Diagnostic tests will also be conducted to assess the reliability, validity, and robustness of the findings. The study is expected to find that digital wellbeing education has a significant positive impact on screen-time management among university students in Nigeria. Students exposed to structured digital wellbeing education are expected to demonstrate improved awareness of their screen-use patterns, greater ability to monitor and regulate device use, increased adherence to screen-time limits, reduced unnecessary device checking, and improved management of recreational and academic screen activities compared with their baseline practices or students without similar intervention exposure. Practical strategies such as screen-time monitoring, digital schedules, notification control, technology-free periods, bedtime device restrictions, and goal-setting may strengthen students' self-regulation and promote healthier patterns of technology use. However, academic dependence on digital devices, social media demands, online learning requirements, peer influence, entertainment habits, fear of missing out, and limited motivation may make sustained screen-time management difficult. The study therefore expects practical, evidence-based, and sustained digital wellbeing education to contribute significantly to improved screen-time management among university students in Nigeria. The study is expected to contribute to the literature on digital wellbeing education, screen-time management, university students, digital health, technology-use behaviours, digital literacy, behavioural health, student wellbeing, health education, and public health in Nigeria. The findings will provide useful information to the Federal Ministry of Health and Social Welfare, Federal Ministry of Education, National Universities Commission, university administrators, student affairs departments, counselling centres, public health practitioners, psychologists, digital health educators, technology developers, and policymakers regarding strategies for promoting healthy technology use among university students. The study will also provide evidence-based recommendations for integrating digital wellbeing education into university health and orientation programmes, promoting the use of screen-time monitoring tools, encouraging balanced digital and offline activities, strengthening counselling support for problematic technology use, and developing sustainable digital wellbeing initiatives across universities in Nigeria.

Keywords: Digital wellbeing education, screen-time management, university students, digital health, technology use, digital wellbeing, self-regulation, digital literacy, behavioural health, student wellbeing, Nigeria, public health.