A Strategic Framework for Teacher Training on Students’ Digital Health Management in Secondary Schools

Abstract

The increasing digital exposure of students has given rise to significant concerns regarding digital health, including emotional stress, cognitive overload, and behavioral challenges. Despite this, there remains a lack of structured strategies to prepare secondary school teachers to address these issues. This qualitative study aimed to explore current practices, perceived challenges, and institutional needs concerning student digital health management among teachers and stakeholders in secondary schools of District Narowal, including Narowal City, Shakargarh, and Zafarwal. Data were collected through semi-structured interviews and focus group discussions with teachers, QAED trainers, school heads, and AEOs. Thematic analysis revealed three critical concerns: limited teacher awareness and training, absence of school-level digital health policies, and insufficient institutional support mechanisms. Findings indicated a pressing need for targeted training in digital health literacy, emotional counseling, and preventive classroom strategies. Grounded in Bandura’s Social Cognitive Theory, Digital Health Literacy Theory, and Transformative Learning Theory, this study proposed a strategic three-tier framework focused on awareness, prevention, and intervention. The research concluded that teacher empowerment, policy integration, and stakeholder collaboration are essential for promoting students’ digital well-being. The study contributes to the existing literature by addressing the underexplored intersection of teacher training and student digital health in developing educational contexts and offers actionable recommendations for educational planners and policymakers.

Keywords: Teacher Training, Students’ Digital Health, Management, Secondary Schools