Academic Culture, Internet Use, And Psychological Well-Being: a Qualitative Exploration Of Undergraduate Students' Experiences In Ebonyi State University

Abstract

The increasing integration of digital technologies into higher education has raised concerns about how academic environments and internet use collectively influence students’ psychological well-being. This study explored undergraduate students’ experiences of academic culture, internet use, and psychological well-being in Ebonyi State University. A qualitative phenomenological design was adopted to obtain in-depth insight into students lived experiences. Twenty (20) undergraduate students were purposively selected and interviewed using a semi-structured interview guide. Data were analyzed thematically following Braun and Clarke (2006) approach. Findings revealed that academic culture is perceived as demanding and performance-oriented, significantly shaping students’ reliance on the internet for academic purposes. Internet use served both academic and non-academic functions, acting as a learning tool and a source of distraction. Participants reported mixed psychological experiences, including stress, anxiety, emotional fatigue, and occasional relief from academic pressure. Academic culture strongly influenced patterns of internet use, while students adopted coping strategies such as time management and digital self-regulation. The study concludes that internet use is deeply embedded within academic culture and has complex implications for psychological well-being. It recommends the promotion of digital well-being awareness, balanced academic workloads, and institutional support systems that foster healthy internet use among undergraduate students.