PEDAGOGICAL PATHWAYS FOR PREVENTING PROBLEMATIC INTERNET USE AMONG SCHOOL STUDENTS: A HOLISTIC ECO-NARRATIVE APPROACH

Abstract

The article theoretically substantiates and systematizes pedagogical pathways for preventing problematic Internet use among school students. The methodological framework integrates systemic, humanistic, activity-based, competence-based, socioecological and self-regulation perspectives.

Based on an analysis of contemporary research, the paper argues for moving beyond a narrow focus on screen-time restriction toward multidimensional prevention aimed at developing digital well-being, self-regulation, media and algorithmic literacy, metacognitive and socio-emotional competencies, family–school partnership, parental mediation and differentiated support for students at increased risk.

The scientific novelty of the study lies in the proposed holistic eco-narrative approach, which conceptualizes students’ digital behavior within the interaction of their overall life activity, personal development and socioecological environments. The approach is operationalized through three author-developed pedagogical pathways: fostering holistic life balance, eco-narrative reinterpretation and reconstruction of digital life experience, and activation of socioecological resources and enrichment of the learner’s offline lifeworld.

The proposed eco-narrative construct is not presented as an empirically established independent therapeutic intervention; rather, it represents an authorial pedagogical synthesis of holistic, socioecological and narrative ideas. The paper substantiates a preventive trajectory from external control toward awareness, co-regulation, reflection, self-regulation, responsible digital behavior and digital well-being. Further empirical studies are required to evaluate the effectiveness of the proposed framework.