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),
