Digital Engagement and Mental Health Among University Students in Albania: Patterns, Risks and Coping Strategies

Abstract

The use of technology has become a central part of university students’ daily lives, influencing their academic and social experiences. This study examines the patterns of digital engagement and their effects on mental health among university students in Albania. Drawing on a survey of 432 students from multiple universities, the study explores digital use behaviours, associated mental health risks, and coping strategies. The findings show that excessive digital engagement is linked to higher levels of anxiety, stress, and depressive symptoms. To counterbalance these effects, students primarily rely on engaging in face-to-face interactions with peers, spending time in natural environments, and applying structured time management. Meanwhile, only a small minority of students have utilized structured coping strategies supported by the university or other institutions. Since a significant portion of digital engagement occurs as part of academic activities, universities, and educational systems must become more attentive and proactive in providing resources and support to help students cope effectively. The study underscores the crucial responsibility of higher education institutions to foster digital well-being by providing mental health support and proactive interventions. These results add to the understanding of the complex relationship between technology use and student mental health within Albania’s educational context. It concludes with recommendations for university administrators and policymakers to encourage balanced digital engagement and strengthen mental health resources tailored to student needs.