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Three Canadian researchers examine the representation of digital wellbeing is within digital literacy frameworks. Their analysis of fifteen digital literacy and digital citizenship models reveals a clear pattern: schools tend to emphasize technical skills, online safety, and responsible participation, while digital wellbeing receives much less systematic attention. Only five of the frameworks examined include most of the digital wellbeing elements identified in the study (Laffier, 2025).

Students are taught to search, communicate, and create online. Far fewer programs, however, focus on skills such as attention regulation, managing emotions in digital environments, or maintaining balanced technology habits. Concepts such as emotional health, resilience, flourishing, and self-awareness appear less frequently in existing frameworks. In most cases, risk is framed primarily in terms of online safety, while long-term psychological and developmental dimensions receive limited attention (Laffier, 2025).

This gap has important practical implications. Digital literacy does not automatically lead to digital wellbeing. Schools need explicit educational approaches to address healthy technology use. Students benefit from structured learning experiences that develop self-regulation, emotional awareness, and mindful engagement with digital tools. These outcomes should be clearly reflected in curriculum goals, teacher education, and institutional policy (Laffier, 2025).

These findings strongly align with the goals of the TechWell¹ project, which explores the influence of digital technologies on wellbeing in educational contexts and promotes healthier relationships with technology in learning environments. The project moves beyond traditional digital literacy approaches where technical competence or online safety are the main focus, and instead highlights emotional resilience, balanced technology use, and the development of sustainable digital habits.

When educational institutions integrate these principles into curricula, teacher training, and institutional policies, digital literacy education can support not only competence but also the wellbeing of students in their digital lives.

Source:
Laffier, J., Westley, M., & Rehman, A. (2025). How digital wellness is represented in school digital literacy and citizenship models: A qualitative comparative analysis. Academia Mental Health and Well-Being.

Footnote

¹ TechWell Project – Digital Wellbeing in Education.
https://techwellproject.eu/