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<p>This scoping review systematically analyzed studies indexed in the Web of Science Core Collection between November 2018 and February 2023 to identify key themes shaping this relationship, including sociodemographic factors, usage patterns, psychosocial consequences, and strategies for mental health protection. Findings indicate that digital tools and applications (DTA) use produces both beneficial and adverse psychological outcomes. While DTA can enhance learning, academic achievement, and intercultural interaction, excessive or dysregulated engagement may function as a coping mechanism associated with loneliness, anxiety, reduced emotional resilience, and disruptions in social functioning. The review also highlights a broader shift toward online-centered interactions, suggesting the need for collaborative efforts among schools, families, and policymakers to promote youth mental well-being in the digital era. This study offers a distinctive contribution by synthesizing fragmented evidence through an ecosocial framework that integrates developmental, relational, and structural mechanisms, thereby generating prevention-oriented insights relevant to both policy and practice. Several limitations should be noted. The reliance on a single database may limit the global scope of the evidence, and the absence of publication bias assessment restricts the evaluation of representativeness. Additionally, most included studies employed cross-sectional designs, which precluded causal inference. The review also centers on psychosocial reflections rather than clinical interventions. Future research should incorporate longitudinal designs, examine parent–youth dynamics, and integrate digital literacy components into preventive strategies.</p>

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A brief roadmap for protecting the mental health of youth in the digital age: A scoping review

  • 期刊论文

  • 发表日期：

    2026年7月20日

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  • Demet Akarcay Ulutas,
  • Dilara Ustabasi Gunduz

摘要

This scoping review systematically analyzed studies indexed in the Web of Science Core Collection between November 2018 and February 2023 to identify key themes shaping this relationship, including sociodemographic factors, usage patterns, psychosocial consequences, and strategies for mental health protection. Findings indicate that digital tools and applications (DTA) use produces both beneficial and adverse psychological outcomes. While DTA can enhance learning, academic achievement, and intercultural interaction, excessive or dysregulated engagement may function as a coping mechanism associated with loneliness, anxiety, reduced emotional resilience, and disruptions in social functioning. The review also highlights a broader shift toward online-centered interactions, suggesting the need for collaborative efforts among schools, families, and policymakers to promote youth mental well-being in the digital era. This study offers a distinctive contribution by synthesizing fragmented evidence through an ecosocial framework that integrates developmental, relational, and structural mechanisms, thereby generating prevention-oriented insights relevant to both policy and practice. Several limitations should be noted. The reliance on a single database may limit the global scope of the evidence, and the absence of publication bias assessment restricts the evaluation of representativeness. Additionally, most included studies employed cross-sectional designs, which precluded causal inference. The review also centers on psychosocial reflections rather than clinical interventions. Future research should incorporate longitudinal designs, examine parent–youth dynamics, and integrate digital literacy components into preventive strategies.