Academic Stress in the Digital Age: A Systematic Review of Online Learning, Screen Exposure, and Psychological Outcomes Among Students

Abstract

The digital transformation of education has fundamentally reshaped how students learn, communicate, and engage academically. While online platforms have created greater access and flexibility, they have also introduced new stressors tied to technology use. This systematic review examines existing literature on academic stress in the digital age, focusing on three primary domains: online learning demands, screen exposure, and psychological outcomes. Findings indicate that although online learning can support academic achievement, it also correlates with increased stress, anxiety, sleep disruption, and decreased motivation. The review highlights gaps in current research, offers implications for educators and policymakers, and suggests directions for future studies to promote healthier digital learning environments.