FOSTERING DIGITAL WELLBEING AND BALANCED SCREEN USE IN PRIMARY SCHOOL PUPILS

<doi>10.24250/jpe/2/2025/ES/AFR/</doi>

Abstract

In today’s increasingly digital world, children are exposed
to screens from an early age, both in educational contexts
and during leisure time. While technology offers significant
benefits for learning and development, excessive or
unregulated screen use can have negative consequences on
children’s physical health, emotional wellbeing, social
skills, and academic performance. This article aims to
explore how digital wellbeing and balanced screen use can
be effectively fostered in primary school pupils, through a
combination of pedagogical strategies, family involvement,
and school policies. The article presents a theoretical
overview of digital wellbeing, highlighting its importance
in early education, followed by a qualitative research
component based on focus groups with teachers and
parents of primary school children. The findings reveal
shared concerns regarding overexposure to screens, lack
of digital self-regulation among pupils, and a need for
consistent strategies between school and home. Teachers
emphasized the educational value of technology when used
purposefully, but also noted challenges in managing
children's digital behavior. Parents expressed a desire for
guidance and collaboration with schools to establish
healthier digital habits at home. The results suggest that
fostering digital wellbeing requires a holistic, collaborative
approach that includes curriculum integration, teacher
training, and parental support. Recommendations include
introducing digital wellbeing education from an early age,
promoting critical thinking about media use, and
encouraging a balanced lifestyle that includes physical
activity, face-to-face interaction, and screen-free time. This
research contributes to the growing field of digital
education by offering practical insights into how schools and families can work together to promote healthier, more
conscious use of technology among young learners.