Digital Interaction and Student Mental Health in the Modern Technological Era: A Phenomenological Study

Abstract

This study explores the lived experiences of students regarding digital interactions and their implications for mental health in the modern technological era. Using a phenomenological qualitative approach, the research involved two informants selected through purposive sampling, consisting of individuals aged 18-25 years who actively use digital media for 3-4 hours daily. Data were collected through semi-structured interviews, observations, and documentation, then analyzed using phenomenological steps combined with thematic analysis. The findings reveal that digital interactions are integral to students' daily lives, with social media usage reaching 2-3 hours per day. Four main themes emerged: intensity of use and behavioral dependence, emotional impact and mental fatigue, formation of self-image and digital literacy as protection, and interpersonal impact and ethics of use. The study demonstrates that intensive digital interactions can trigger psychological risks such as anxiety, stress, depression, and feelings of isolation. However, good digital literacy and healthy management of digital interactions serve as protective factors against these negative impacts. This research concludes that understanding students' subjective experiences in digital technology interactions is crucial for developing appropriate strategies to maintain psychological well-being and promoting awareness of digital ethics and technology use time management in the digital age.