In an era where smartphones are central to how students communicate, learn, and unwind, scrolling through social media or checking notifications has become second nature. But while digital platforms offer convenience and connection, a recent study has highlighted a deeper issue that parents, educators, and policymakers can no longer overlook: the academic and emotional cost of digital addiction.
Associate Professor Dr. Low Wen Pei from the Faculty of Engineering & Quantity Surveying, INTI International University, says digital addiction is an emerging issue that needs urgent attention.
Led by researchers from INTI International University in collaboration with local institutions, the study examined the impact of smartphone and social media use on Malaysian students aged 18 to 24. More than 100 students participated, providing insight into the links between digital behaviour, mental health, and academic performance.
The results revealed a clear pattern: students who reported excessive use of digital devices were more likely to experience academic decline. Crucially, the decline wasn’t mainly caused by anxiety or depression. The study found that the most significant factor behind poorer academic performance was digital addiction, defined as a compulsive, uncontrollable urge to stay constantly connected.
“The real concern is digital addiction,” said Associate Professor Dr. Low Wen Pei from INTI’s Faculty of Engineering & Quantity Surveying. “When students can no longer put their phones down, even when it disrupts their study time or sleep, it becomes a serious academic risk. It’s not just the time spent online that matters, but the inability to disconnect.”
While some students benefit from using digital tools for research and collaboration, others fall into habits that gradually harm their ability to focus, rest and retain information, leading to academic decline.
This insight reframes the issue. Instead of blaming technology itself, the study encourages a shift in focus to how students use it and whether they have the awareness and support needed to set healthy boundaries. While some students use digital tools effectively for research and collaboration, others fall into usage patterns that gradually weaken their ability to concentrate, rest, and absorb information.
The findings come at a critical time. National health data shows that nearly one in three Malaysians aged 16 to 19 experiences mental health challenges, including stress, social withdrawal, and sleep disturbances—symptoms often linked to excessive screen time.
Dr. Low believes early intervention is essential. “We need to treat digital wellness the same way we treat nutrition or physical education,” she explained. “It should be part of every student’s learning experience. Parents and teachers also need to model balanced digital behaviour and help young people set boundaries.”
The research also invites educators to reconsider how technology is utilised in learning environments. Rather than banning smartphones outright, institutions could guide students toward more healthy digital habits. Structured screen time, mindfulness activities, and a better understanding of how technology affects sleep and mood could make a significant difference.
Recognising digital addiction as a real and growing concern allows schools, families, and communities to take practical steps to support students’ academic success and emotional wellbeing.
Smartphones and social media are here to stay. But how students engage with them can be the difference between academic success and burnout. By recognising digital addiction as a growing concern and fostering balanced digital habits, schools, families, and communities can play a crucial role in supporting students’ mental well-being and academic goals.
As the digital landscape continues to evolve, so too must the strategies to help young people navigate it confidently and with care.