The impact of constant digital connectivity on cognitive health and social responsibility
Abstract
Constant digital connectivity and the spread of media, LLM (for example, ChatGPT) are changing learning rhythms, increasing technostress and risks to students’ sleep and well-being. Social work services are increasingly paying attention to this problem. However, in order to develop programs to maintain cognitive health and promote social responsibility, social work services need evidence-based guidelines for prevention, early detection, and institutional support. This work is designed to link disparate data and turn it into practical recommendations for similar programs. The research goal was to summarize empirical and review studies on technostress and the use of media in education and identify manageable points of social work intervention. A narrative-scoping review of 2018-2025 (ERIC, SciELO, Redalyc, eLibrary, Cyber- Leninka), selection according to PRISMA-2020/PRISMA-ScR, two-stage screening, standardized extraction and thematic synthesis were conducted. The most persistent risks are associated with techno-invasion and techno-overloading; LLMs provide cognitive economy, but increase the requirements for verifying and filtering responses. Social work should combine micro-interventions (sleep hygiene, notifications, critical reading of AI responses), meso-level digital well-being programs, and macro-policy work to support cognitive health (LMS quiet hours, AI ethics).
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References
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