This study examines the integration of well-being principles into digital education within the European Union, emphasizing the necessity for comprehensive policies that prioritize Well-being in Digital Education (WBDE). The research highlights the critical need for balanced use of digital technologies, advocating for age-appropriate and purposeful integration to mitigate negative impacts on physical, psychological, and social well-being. Key considerations such as data privacy, safety, and accessibility as well as promoting positive social interactions are identified as essential design elements that support learner well-being. The persistent digital divide emerges as a significant barrier, with recommendations to address disparities in digital competences and access to technology. The study underscores the effectiveness of a whole-school approach combined with community involvement, fostering a shared responsibility among school leaders, educators, learners, parents, and the community. Collaboration among stakeholders, including policymakers and EdTech providers, is essential to develop strategies that integrate well-being principles into both school and home environments. This research suggests that through integrated policies, mindful technology use, and collaborative efforts, educational systems can create supportive, inclusive, and well-rounded digital learning environments.

CENTENO Clara;  LEIPUTĖ Beatričė;  LANGHAM Ella;  KAMPYLIS Panagiotis;  MONGE ROFFARELLO Alberto;  HILLMAN Velislava;  GAUSAS Simonas;  SVEDKAUSKIENE A.; 

2025-12-15

Publications Office of the European Union

JRC144412

978-92-68-33580-2 (online),   

1831-9424 (online),   

EUR 40526,    OP KJ-01-25-560-EN-N (online),   

https://publications.jrc.ec.europa.eu/repository/handle/JRC144412,   

10.2760/4054846 (online),