International Journal of Studies in Psychology

Technology, education, and mental health in low-resource contexts: Advancing contextually responsive research and practice

Phumuzani Mpofu — 2026-09-09

The relationship between technology, education, and mental health has emerged as one of the defining challenges and opportunities of contemporary educational research. Across the globe, digital technologies continue to transform teaching, learning, communication, and psychological support. However, these developments have not been experienced equally. In many low-resource contexts, particularly across lowand middle-income countries (LMICs), persistent structural inequalities continue to limit equitable access to digital technologies, quality education, and mental health services. As educational institutions increasingly adopt technology-mediated teaching and learning, there is an urgent need to understand how these innovations can simultaneously promote educational quality and psychological well-being while addressing the realities of resource-constrained environments.

Brain fog and digital learning: Neuroeducation implications for students’ attention and well-being

Khaled Mabrouk — 2026-09-09

The rapid integration of digital technologies into education has transformed teaching and learning, offering enhanced access to resources while simultaneously increasing students' cognitive demands. This study explores “brain fog” as a temporary cognitive dysfunction experienced by secondary school learners in digitally mediated environments, focusing on its impact on attention, learning, and emotional well-being. Brain fog is characterised by mental fatigue, reduced focus, slowed thinking, and difficulty processing information, often exacerbated by prolonged screen time, multitasking, high cognitive load, inadequate sleep, and academic stress. Using a qualitative approach, 21 students completed an open-ended interview guide through Google Forms, providing rich insights into their experiences, triggers, and coping strategies. Thematic analysis revealed that brain fog is situational and influenced by physiological, psychological, and environmental factors, including digital distractions and instructional design. Participants reported disruptions in memory, concentration, and participation, alongside negative emotional responses such as anxiety, frustration, and diminished confidence. Strategies for mitigating brain fog included self-regulation techniques, brief breaks, physical activity, structured learning, and interactive classroom support. Findings underscore the importance of aligning digital learning practices with students’ cognitive and emotional capacities, highlighting the role of neuroeducation in designing learning environments that balance cognitive load, attention, and wellbeing. The study contributes to understanding the interplay between digital learning, cognitive functioning, and mental health, offering practical implications for educators to foster supportive, engaging, and cognitively sustainable learning experiences in technology-rich contexts.

Enhancing accessibility and effectiveness of student counselling services through technology-enabled psychosocial support: Evidence from a Namibian University

Aune Ndeumona Sam — 2026-09-09

Traditionally, counselling has been preferred to be done on a face-to-face basis. However, with the rise of technological forces in the 21st Century and the impact of COVID-19, many university activities have shifted online, reducing in-person interactions and making it difficult for students to present their challenges to university counselors. This study explores the use of technology-enabled counseling to support students' psychosocial well-being. Generation Z, which currently makes up the majority of university intake, has its life revolving around technology, but less has been done to include psychosocial support in their technological education. 32 second-year education students were selected via the online Moodle platform using a convenience sampling technique targeting second-year students at the University of Namibia. A qualitative research approach within an interpretivist paradigm was used, and open-ended interview questions were applied to gain data. Data were analysed using thematic analysis, which involved identifying and coding common themes. The findings showed that much remains to be done for the university to implement technology-enhanced counseling fully. Issues of a lack of counsellors, limited network access, limited awareness of mental health, and ethical concerns were highlighted as factors that limit accessibility and effectiveness of technology-enabled counselling. This study, however, recommended approaches that universities can use to improve the accessibility and effectiveness of technology-enabled support services by providing insights into integrating digital counselling and psychosocial support in higher education settings.

Lecturers' digital proficiency development at Southern African higher education institutions through a community of practice theory

Sithulisiwe Bhebhe — 2026-09-09

The rapid advancement of digital technologies at two Southern African higher education institutions, accelerated by ongoing transformation initiatives, has intensified the need for lecturers to develop strong digital proficiency. Despite widespread adoption of these approaches, lecturers continue to face challenges in effectively embedding digital tools into pedagogy. This study investigates how lecturers' digital proficiency can be supported to integrate online and blended learning approaches into teaching and learning practices. The study employed a qualitative approach and case study design. Face-to-face interviews were used to collect data from ten lecturers who were purposely selected from two higher education institutions in Eswatini and South Africa. Data were analysed using thematic analysis, and the findings indicated that digital proficiency extends beyond individual skill acquisition and requires sustained, contextually relevant engagement through shared learning, peer support, and reflective practice. The study argues that a well-structured community of Practice Theory (CoP) provides an effective framework for aligning technology, pedagogy, and professional collaboration to ensure scalability and long-term sustainability. The study recommends that higher education institutions provide ongoing institutional support, dedicated funding, and strategic engagement mechanisms to strengthen CoP as a vehicle for digital transformation.

Teacher-mediated digital pedagogies for learning and mental health in low-resource schools: A systematic review

Ntombikayise Nkosi — 2026-09-09

This systematic integrative review synthesises empirical evidence on teacher-mediated digital pedagogies and their influence on learning and mental health in low-resource schools. Digital technologies are widely promoted as solutions to educational inequality. However, reform initiatives continue to prioritise access to devices and connectivity. Less attention is given to how teachers shape digital learning environments and to the psychological impact of these environments. Mental health challenges, including stress, disengagement, and technostress, remain prevalent in under-resourced contexts. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines. Structured searches were conducted in Scopus, Web of Science, ERIC, and Google Scholar. The search included peer-reviewed empirical studies published between 2015 and 2025. Studies examined digital pedagogy, teacher practice, low-resource schooling, and mental health outcomes. After screening and eligibility assessment, 27 studies were included in the final synthesis. Data were analysed using inductive thematic synthesis. Sociocultural theory and self-determination theory guided the interpretation. Three interrelated dimensions emerged. The first is pedagogical mediation, which includes scaffolding and instructional structure. The second is social-emotional mediation, which includes belonging, autonomy support, and psychological safety. The third is contextual mediation, which reflects infrastructural and socio-economic constraints. The findings show that digital tools support learning and mental health when used with intentional teacher mediation. Technology alone does not produce equitable or psychologically supportive outcomes. Bridging educational and mental health gaps requires sustained investment in teacher capacity and relational digital pedagogy in low-resource settings.

Incorporating social media into self-directed learning to enhance student resilience, well-being, and peer collaboration in the rural context

Thabang Jerry Masedi — 2026-09-09

Globally, social media has become an indispensable communication platform that not only reshapes personal interactions and organisational practices but also enables Open Distance eLearning (ODeL) students to navigate limited connectivity and resource constraints by providing accessible network spaces for teaching and learning. Thus, this study explores how rural ODeL students use social media to maintain Self-directed learning (SDL) and foster collaboration, thereby influencing their resilience and well-being. Drawing on the diffusion of Innovations theory and connectivism theory, the study employs a qualitative content analysis of publicly available posts and interactions from social media platforms such as Facebook and TikTok to investigate the lived experience of rural ODeL students who use social media for SDL and moral support. Moreover, a reflexive thematic analysis was used to develop themes and analyse the selected social media data. Findings reveal that despite technostress and information overload, there are relative advantages and compatibility in using social media to supplement learning management systems, while enhancing student networking, collaborative troubleshooting, empowerment, a sense of belonging, and fostering student resilience.