Students' Psychosocial Well-Being in the Digital Education System: National Challenges and International Trends

Abstract

The digital transformation in education brings both opportunities and challenges for students' psychosocial well-being. The increased duration of online learning and the intensity of digital interactions often lead to burnout, decreased engagement, and the risk of cyberbullying. This study aims to map the psychosocial well-being profile of Indonesian students in a digital education system, examine the relationship between academic demands and support resources on burnout and engagement, and compare these trends with international trends. The study used a mixed-methods sequential explanatory design. Quantitative data were collected from 412 junior high and high school students through online questionnaires, while qualitative data were obtained through in-depth interviews with 20 students. Instruments included the School Burnout Inventory, an engagement scale, and a cyberbullying questionnaire. Data analysis used linear regression, ANOVA, and thematic analysis. Results showed that 38% of students were in the high burnout category, primarily due to synchronous classes lasting more than four hours per day. Student engagement tended to be moderate but decreased significantly in groups with limited digital access. Teacher and peer support was shown to function as a protective factor, reducing burnout and increasing engagement. Cyberbullying was identified in 27% of students as victims and 15% as perpetrators. Compared to international trends, Indonesian students have higher burnout rates and lower engagement. This research emphasizes the importance of digital learning designs that balance academic demands and social resources, as well as the need for digital literacy policies to mitigate psychosocial risks. These results contribute academically to the Job Demands-Resources (JD-R) model in the context of digital education, as well as practical recommendations for schools and policymakers.