DIGITAL FATIGUE, EMOTIONAL INTELLIGENCE, AND PSYCHOLOGICAL WELL-BEING AMONG UNIVERSITY STUDENTS IN PAKISTAN

Abstract

The rapid expansion of digital technologies in higher education has intensified students’ exposure to online learning platforms, virtual communication tools, and continuous screen-based academic activities, raising concerns about digital fatigue and its psychological consequences. This study examined the relationship between digital fatigue, emotional intelligence, and psychological well-being among university students in Pakistan. Grounded in Conservation of Resources Theory, the study investigated the direct effect of digital fatigue on psychological well-being, the influence of digital fatigue on emotional intelligence, and the mediating role of emotional intelligence in the relationship between digital fatigue and psychological well-being. A quantitative cross-sectional survey design was employed, and data were analyzed using Structural Equation Modeling (SEM). The findings revealed that digital fatigue significantly and negatively affects both emotional intelligence and psychological well-being. Emotional intelligence demonstrated a significant positive effect on psychological well-being and partially mediated the relationship between digital fatigue and psychological well-being. The results highlight emotional intelligence as a critical psychological resource that buffers the adverse effects of digital fatigue. The study contributes to the literature on digital well-being and provides practical implications for universities and policymakers in promoting emotional resilience and healthier digital learning environments.