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Module Synopsis
Digital technologies bring benefits to individual's learning, work, social and leisure lives (e.g., the ubiquitous connectivity, big data, visualization, etc.). However, the utilisation of digital technologies in maladaptive manners (e.g., excessive, compulsive, and hasty) can harm users' emotional, social, and occupational well-being. Negative effects of overuse or maladaptive reliance on digital technologies harms users' quality of life (e.g., anxiety, depression, sleep disturbance, loss of productivity, etc.). Hence, digital well-being is an emerging concept that refers to individuals' subjective well-being when they experience digital technology-driven benefits or burdens caused by excessive, compulsive, hasty use of digital technologies and poor digital data management skills. In this course, students will examine four essential constructs and their connections: digital practices, harms vs. benefits, digital data management skills, and wellbeing. The term ‘digital well-being’ in this course refers to the impact of digital technologies on what it means to live a good life. The course lecturer will guide students to explore the existing literature on digital well-being to evaluate and identify effective practices for promoting and maintaining digital well-being in the education and social enterprises settings. To implement these effective practices, digital data management skills will be applied, adjusted and consolidated in relation to the needs in education and social enterprises. By completing this course, students can develop knowledge and skills in explaining digital well-being concepts to diverse audiences in education and social enterprises. Students can integrate critical thinking and evaluation of digital technologies to propose digital well-being nurturing plans in schools and social enterprises. Through analysing successful cases and critically evaluating unsuccessful cases, students can make feasible and reasonable recommendations on developing strategies for dealing with information overload to stakeholders (e.g., principals, teachers, employees, and administrators/ managers), practitioners, and policymakers in schools or social enterprises.