1 Introduction

Digital technology has woven its way into the very fabric of our lives, transforming the way we communicate, work, and learn. For today’s students, particularly those between the ages of 10 to 13, as they become more independent, the digital realm is not merely an adjunct to their learning environment; it is an integral part of it. This shift towards a digital learning landscape brings forth an important question: How can we ensure our students navigate this complex, often nebulous, digital world safely and effectively? This review aims to address this question by examining the existing body of research and shining a light on the intricate intersections of student activities, digital safety, literacy, communication, well-being, and habits, addressing the research question “In a post COVID-19 world, what aspects of digital literacy, digital communications/relationships, digital wellbeing, and digital habits are key to the successful engagement at school of 10 to 13 year olds students?”

This question reaches into the heart of modern education. As the world grapples with the aftermath of the COVID-19 pandemic, schools have transitioned, either partially or entirely, to online platforms (Khlaif et al., 2021). This has resulted in an environment where digital skills and safety are no longer optional - they are fundamental to students’ educational success (Purnama et al., 2021). Yet, the definition and components of digital safety in this context remain ill-defined, making it a compelling area for exploration.

Furthermore, this study delves into the sophisticated dynamics of digital literacy, communications, relationships, wellbeing, and habits among 10 to 13 year old students. A growing body of literature suggests that students’ digital literacy skills, the quality of their online communications and relationships, their emotional wellbeing, and their digital habits significantly shape their successful engagement online (Cleopatra, 2022). By scrutinizing these elements collectively, we aim to decipher the intricate web of factors influencing students’ digital interactions and learning experiences.

Additionally, as educational institutions grapple with the post-COVID-19 educational landscape, it becomes imperative to reevaluate and fortify digital safety measures. The pandemic not only accelerated the shift to online learning but also illuminated the need for adaptable and resilient digital safety practices (Panagouli et al., 2021). Addressing this concern, our research explores the components necessary for a post-COVID-19 digital safety culture, specifically tailored to enhance online school activities for 10 to 13 year olds. This inquiry is grounded in the recognition that an inclusive, secure, and empowering digital learning environment is fundamental to fostering students’ holistic development and academic success in the digital age.

While the body of research on digital safety, literacy, wellbeing, and habits in online education has grown significantly, there persists a considerable gap in understanding the complex interconnections of these factors, specifically in the context of 10 to 13 year old students’ online activities. This research paper responds to this gap through a comprehensive literature review spanning from 2010 to 2023, encompassing 24 papers from international peer-reviewed journals. Our inquiry is rooted in a recognition of the complex relationship between digital safety, literacy, and wellbeing in the online school activities of students in the crucial 10 to 13 year old age group.

In the pages that follow, this paper engages in an in-depth analysis of these research questions, drawing on a rich tapestry of literature and empirical studies. By synthesizing existing knowledge and offering fresh insights, this research aims to provide actionable recommendations for educators, policymakers, and stakeholders, facilitating the creation of digitally safe and enriching learning spaces for students.

2 Background/context

In the contemporary educational landscape, the integration of digital technologies has become universal, shaping the way students engage with learning activities both inside and outside the classroom. As digital technologies continue to invade various facets of education, ensuring the safety and well-being of students in the online environment has become a paramount concern. Digital safety, a term encompassing practices, policies, and measures to protect individuals online, has gained significant importance in the context of student school activities. Students, particularly those in the critical 10 to 13 year olds age group, are now exposed to a myriad of online platforms, ranging from educational forums to social media networks. Understanding the specific aspects of student school activities most profoundly impacted by digital safety measures is crucial for fostering a secure online learning environment (Livingstone & Smith, 2014).

Additionally, the effectiveness of students’ online engagement is intricately tied to their digital literacy, which refers to the ability to critically evaluate, use, and create digital information effectively and ethically. Furthermore, the quality of digital communications and relationships, digital wellbeing, and digital habits profoundly influences students’ overall success and satisfaction in online learning environments (Przybylski & Weinstein, 2017). As students navigate these digital spaces, it is imperative to comprehend the interplay between digital literacy, communication patterns, emotional wellbeing, and online habits to facilitate successful engagement among 10 to 13 year old students.

The landscape of digital education experienced a seismic shift with the beginning of the COVID-19 pandemic (Panagouli et al., 2021). The closure of physical classrooms necessitated a rapid transition to online and remote learning modalities, bringing forth an array of challenges and opportunities (Panagouli et al., 2021). In this post-COVID-19 era, the digital safety paradigm has evolved, demanding a comprehensive re-evaluation of existing strategies and policies (Khlaif et al., 2021). A post-COVID-19 culture of digital safety, therefore, must be adaptive and resilient, addressing not only the immediate safety concerns but also the broader socio-emotional and educational needs of students in the digital realm.

Definitions

Digital Safety: Digital safety refers to the precautions, practices, and policies put in place to protect individuals, especially students, from potential online threats such as cyberbullying, phishing, identity theft, and inappropriate content (Martin et al., 2021).

Digital Literacy: Digital literacy encompasses the ability to evaluate, comprehend, and create digital content effectively (Cleopatra, 2022). It involves critical thinking, ethical practices, and competent use of digital tools and technologies (Kimbell-Lopez et al., 2016).

Digital Communications/Relationships: This term refers to the ways in which students interact and form relationships with peers, teachers, and other individuals in online spaces. Positive digital relationships foster a sense of community, collaboration, and mutual respect.

Digital Wellbeing: Digital wellbeing covers the psychological and emotional aspects of students’ online experiences (Przybylski & Weinstein, 2017). It involves managing screen time, balancing online interactions, and ensuring a healthy relationship with digital devices to maintain mental and emotional health (Przybylski & Weinstein, 2017).

Digital Habits: Digital habits pertain to students’ routines and behaviours regarding technology use (Donelle et al., 2021). Effective digital habits include time management, self-regulation, and a mindful approach to online activities (Donelle et al., 2021).

Considering these definitions and the pressing concerns related to digital safety, literacy, wellbeing, and habits among 10 to 13 year old students, this research aims to explore these dimensions comprehensively. By understanding the complexities of these factors and their collective impact on student school activities, this study seeks to contribute valuable insights that can inform educational policies and practices in the digital age.

3 Methodology

The methodology employed in this review was designed to facilitate an efficient search of relevant recent literature. The first step was to generate search terms related directly to the research questions, namely: “aspects of student school activity impacted by digital safety,” “impact of digital literacy, digital communications, digital relationships, digital well-being, and digital habits on successful engagement online of 10 to 13 year old students,” and “post-COVID-19 culture of digital safety for successful student online school activities in 10 to 13 year olds students.”

The literature search was performed using Elicit because of its artificial intelligence (AI) capabilities to provide broad coverage of academic literature across various disciplines, increasing the chance of retrieving studies relevant to the research questions and selected articles. The search was restricted to literature published since 2010 to focus on the most recent and relevant research on the topic. The initial search retrieved a large number of potentially relevant articles. To manage this, an inclusion and exclusion criterion was applied to filter the literature. Specifically, the review focused on articles that concentrated on the impact of digital safety on school activities and the effects of digital literacy, communications, relationships, well-being, and habits on the online engagement of 10 to 13 year old students. Further search refinement was needed to include keywords such as “middle school” or “age 10–13” because the term “10 to 13 year old” is not universally used across education systems. Because of this different phrasing dependent on geographic location, as well as how some articles were not exclusively related to students in this age group, some articles that might have provided further insights and valuable research were omitted. Table 1 provides a structured overview of how the literature was filtered and selected, offering clarity on each step of the process.

Table 1 Literature search criteria
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After applying the filtering criteria, a total of 24 articles were selected for the review. Table 2 presents the details of these 24 papers. The selected articles were then analyzed using Lateral.io to extract relevant findings for the review. Concept categories using the same keywords as the guiding research questions helped identify sections of text in each article that addressed those search topics. A full report from that Lateral.io synthesis is included in this literature review brief, as is a synthesis of each individual article and the articles related to each research question.

Papers were also examined based on the research method(s) used. The review revealed that many of the examined articles were empirical studies (72%), which used questionnaires, surveys, case studies or interviews as principal data-gathering techniques. Only eight papers (22%) out of the 24 articles did a literature review and one paper used the analysis of digital competences assessment test and another paper used Analysis of students taking a 9-week digital media course. In terms of perspective, 4% of the studies considering teachers, students and parents, while 58% focused exclusively on students, and 4% centred their analysis solely on teachers.

Table 2 The selected 24 papers, associated with their themes and method of data collection
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4 Findings and discussion

The findings of this work are summarized in Table 3, with each section then discussed in more depth below the table.

Table 3 Summary of key themes & findings
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4.1 Impact of digital literacy, communications, wellbeing, and habits

The online engagement of students between Year 6 and Year 8 is deeply impacted by factors like digital literacy, digital communication/relationships, digital well-being, and digital habits. Digital literacy enhances independent learning in students and provides an expansive platform to build and diversify knowledge (Cleopatra, 2022). It fosters adaptability, enabling students to tackle learning challenges like those encountered during the COVID-19 pandemic (Cleopatra, 2022). These challenges often necessitated online learning, and digital literacy became crucial in navigating this new educational landscape. Digital literacy also enhances a student’s capacity to use a range of digital-based resources, thereby optimizing their learning experience (Cleopatra, 2022).

Digital communications and relationships are also key drivers of successful online engagement. Virtual environments offer an inclusive platform where students can express themselves freely without fear of judgment based on factors such as race, age, or sexuality. A supportive online community not only facilitates lifelong friendships but also fosters a sense of belonging, which can promote overall engagement (Donelle et al., 2021). However, it’s important to note the dual nature of online identity and how it can mediate the relationship between digital environment perception and emotional regulation (Rad & Demeter, 2019).

Digital well-being is another critical aspect, particularly in an era where digital technologies are omnipresent (Rad & Demeter, 2019). It affects mental health, determining an individual’s ability to handle daily stress and contribute to their community (King et al., 2018; Rad & Demeter, 2019). By actively managing their digital identities, students can maintain a positive digital well-being, crucial for successful online engagement (Rad & Demeter, 2019). Digital well-being is multifaceted, focusing not just on individual abilities and skills, but also on the socio-psychological fulfillment of group members, underscoring the importance of a supportive and safe online community (Rad & Demeter, 2019).

Digital habits significantly impact students’ engagement online. Research suggests that well-organized online learning activities with clear objectives can increase student engagement (Khlaif et al., 2021). A well-designed Learning Management System (LMS), coupled with quality digital content, supports higher-order learning and collaboration, thus enhancing engagement (Khlaif et al., 2021). However, it’s important to consider students with neurodevelopmental disorders or special education needs, as they may struggle with online learning due to challenges such as attention deficit hyperactivity disorder (ADHD) or dyslexia (Panagouli et al., 2021).

It’s noteworthy to mention that digital inequality and digital privacy are additional factors that can potentially influence students’ online engagement (Khlaif et al., 2021). Access to digital devices and the internet can vary greatly, impacting students’ ability to participate fully in online learning (Donelle et al., 2021). Moreover, concerns about digital privacy can negatively affect student engagement (Khlaif et al., 2021). The impact of digital literacy, digital communication/relationships, digital well-being, and digital habits on students’ online engagement is considerable and multifaceted. A successful engagement strategy must take these factors into account, ensuring equitable access to digital resources, safeguarding digital privacy, and providing supportive online environments to foster positive digital well-being.

4.2 Aspects of student school activity impacted by digital safety

The extensive literature analysis addresses several concerns related to the digital safety of youth students, including mental well-being, digital literacy and competency, socialization, online behavior, academic performance, and personal identity (Best et al., 2014; Cabezas-González et al., 2021; Panagouli et al., 2021; Rad & Demeter, 2019; St. Jean et al., 2017).

Digital safety is closely linked with students’ mental well-being. Cyberbullying, often associated with an unsafe digital environment, can have negative implications for mental health (George & Odgers, 2015; Jones & Mitchell, 2016). Conversely, a caring and supportive digital environment can enhance emotional stability and overall mental well-being (Rad & Demeter, 2019). Similarly, digital literacy and competency are crucial facets of student activity, directly impacted by digital safety (Hernández-Martín et al., 2021; St. Jean et al., 2017). Without proper digital literacy, students might encounter misleading or harmful content, negatively affecting their academic progress (St. Jean et al., 2017; Throuvala et al., 2021). However, those proficient in digital literacy can effectively utilize digital resources to enrich their learning and promote autonomous growth (Cleopatra, 2022; Donelle et al., 2021; St. Jean et al., 2017).

Digital safety also significantly affects socialization and peer interactions (Panagouli et al., 2021). Social media platforms can offer increased social support and reduce social anxiety (Best et al., 2014). Nevertheless, these platforms can become harmful in the absence of robust digital safety practices, leading to cyberbullying and exposure to inappropriate content (Best et al., 2014). Online communication and behavior are other aspects significantly influenced by digital safety (Lyyra et al., 2022). Without the right safety measures, students might engage in risky behaviors, such as sharing personal information with unknown people, negatively affecting their safety and well-being (Lyyra et al., 2022).

Learning and academic performance are also influenced by a student’s individual skill levels of digital literacy, which is intrinsically tied to digital safety (Cleopatra, 2022). Insufficient digital literacy skills can inhibit a student’s ability to effectively comprehend online resources, impacting their academic performance (Cleopatra, 2022). Additionally, personal identity and self-esteem are affected by students’ interactions with digital media (Lyyra et al., 2022). Without digital safety, these interactions can have negative consequences, leading to dissatisfaction with personal appearance and other self-concept issues (Lyyra et al., 2022).

Digital safety education can have a positive effect, encouraging students to practice respectful online disagreements and debates, shaping their understanding and participation in online civic activities (Jones & Mitchell, 2016). This can build an environment of tolerance and respect for differing perspectives and opinions (Jones & Mitchell, 2016). Furthermore, the literature highlights the importance of digital health literacy skills (Donelle et al., 2021; St. Jean et al., 2017). Poor eHealth literacy can lead to improper privacy protection behaviors, whereas good digital health literacy can contribute to improved life satisfaction and self-rated health (Lyyra et al., 2022).

The nature and quality of relationships that students form online are also affected by digital safety (Lyyra et al., 2022). A lack of proper safety measures could contribute to superficial or easily broken online friendships, leading to loneliness and decreased life satisfaction (Lyyra et al., 2022). Lastly, digital safety and literacy significantly impact educational outcomes, particularly with the rise of digital citizenship programs (Bickham et al., 2021; Jones & Mitchell, 2016). These initiatives aim to foster responsible and respectful behavior in the digital space, contributing to a positive and constructive learning environment (Jones & Mitchell, 2016). Digital safety significantly influences various aspects of a student’s school life, from mental well-being and social interactions to academic performance and personal development. As such, prioritizing digital safety education and responsible practices is paramount to optimizing students’ experiences in the digital realm.

4.3 Post-COVID-19 digital safety measures

The post-COVID-19 culture of digital safety for successful student online school activities should be comprehensive, addressing several key areas (Khlaif et al., 2021; Panagouli et al., 2021). These include enhancing digital literacy, specifically in the areas of digital health literacy, strengthening online learning methodologies and tools, mitigating inequities in online learning access, emphasizing the role of teachers and parents, and promoting digital citizenship and civic engagement (Martin et al., 2019; Panagouli et al., 2021). Digital literacy is essential for today’s students as they navigate their learning experiences in increasingly digital landscapes (Donelle et al., 2021). Notably, digital health literacy competency, which enables students to manage their health information across various digital platforms and comprehend public health policies, should be prioritized (St. Jean et al., 2017). The COVID-19 pandemic brought to light gaps in this area, with young people often lacking the necessary skills to comprehend complex health issues (Panagouli et al., 2021). The post-COVID-19 culture should focus on equipping students with the knowledge and skills required to find and understand credible health information online, spanning traditional literacy, numeracy, science literacy, health literacy, media literacy, and computer skills.

Online learning systems and methodologies need significant attention. The shift to remote learning during the pandemic was abrupt and raised questions about the efficacy of homeschooling and online learning approaches (Khlaif et al., 2021; Panagouli et al., 2021). In the post-pandemic scenario, more structured and prepared online teaching and assessment methods should be incorporated, designed specifically for the online environment rather than merely transposing traditional teaching techniques to the digital space (Henrie et al., 2015; Panagouli et al., 2021). Additionally, online safety must be prioritized, with parents expressing concern about protecting their children in an online environment (Donelle et al., 2021). Addressing digital inequalities and providing support for students from varying socioeconomic backgrounds is crucial (Livingstone et al., 2023). The pandemic highlighted that not all students have equal access to digital learning resources (Panagouli et al., 2021). Hence, moving forward, the culture of digital safety should involve policies and initiatives to ensure equal access to online learning resources and support for all students, regardless of their socioeconomic status or special education needs (Livingstone et al., 2023).

The role of teachers and parents in online learning cannot be overstated (Kimbell-Lopez et al., 2016). Teachers’ responsibilities extend beyond imparting education; they are instrumental in assessing student performance and maintaining communication (Kimbell-Lopez et al., 2016). Parents, too, play a critical part, particularly for younger students who may struggle with self-regulation and discipline (Donelle et al., 2021). Therefore, teacher training and parent support initiatives should be integral to the post-COVID-19 digital safety culture (Panagouli et al., 2021).

Promoting digital citizenship and civic engagement is another significant aspect (Cortesi et al., 2020; Jones & Mitchell, 2016). Young students should be encouraged to actively participate in larger communities and to use the Internet responsibly (Jones & Mitchell, 2016). By involving students in digital citizenship curricula that build skills and experiences in various aspects of civic engagement, the culture of digital safety can contribute to their overall development (Brandau et al., 2022; Jones & Mitchell, 2016). Moreover, the inclusion of digital skills in the educational curriculum is necessary, especially given the prediction of future job markets heavily relying on digital competencies (Livingstone et al., 2023). The ability to navigate and utilize digital platforms effectively is becoming increasingly crucial for children and young people. However, research and policy interventions are needed to address digital skill gaps and prevent disadvantaged populations from being left behind in society’s digitization (Livingstone et al., 2023). Lastly, the shift from face-to-face to online education due to the COVID-19 pandemic was sudden and stressful for teachers, students, and parents alike (Panagouli et al., 2021). As we move forward, it is essential to consider the lessons learned during this time (Panagouli et al., 2021). The post-COVID-19 culture of digital safety should be guided by these experiences, embracing the positive aspects of online learning, addressing its shortcomings, and building a more resilient and inclusive educational system.

4.4 What is missing in the existing literature?

4.4.1 Lack of holistic framework integration

The evolving landscape of digital education has forced the examination of digital safety, literacy, communications, wellbeing, and habits in online learning contexts to the forefront of educational research. While there is a substantial body of literature on each of these aspects individually, there exists a noticeable research gap regarding the holistic integration of these dimensions into a unified framework. This gap is particularly salient in the context of 10 to 13 year olds students’ online school activities, where comprehensive understanding is essential to enhance the efficacy of digital education and ensure students’ safety and success.

The existing literature tends to fragment these essential aspects of the digital learning environment, often examining them in isolation. For instance, studies on digital safety protocols predominantly focus on safeguarding students from online threats such as cyberbullying, inappropriate content, and privacy concerns (Livingstone & Smith, 2014; Navarro et al., 2013). Meanwhile, digital literacy research predominantly centers on the development of critical thinking skills, ethical digital practices, and effective use of technology. Moreover, studies exploring digital communications and relationships often delve into the quality of online interactions, the impact of social networks, and the formation of peer relationships (Przybylski & Weinstein, 2017). Digital wellbeing research examines students’ mental and emotional health in the context of screen time, balance, and psychological well-being (Orben & Przybylski, 2019; Twenge et al., 2018). Finally, digital habits are evaluated in terms of time management, self-regulation, and mindfulness regarding online activities.

While these domains of research provide valuable insights into each aspect individually, the lack of comprehensive integration presents a significant research gap. A holistic understanding is crucial as students’ experiences online are dynamic and multifaceted, involving complex interactions among these dimensions. For 10 to 13 year olds students, this integrative approach is particularly vital as they navigate the digital landscape, managing academic tasks, social interactions, and personal well-being. The absence of a holistic framework hinders a nuanced examination of how these aspects interconnect and collectively influence students’ engagement, safety, and success in online school activities.

The research gap is even more pronounced when addressing the post-COVID-19 educational landscape. The pandemic accelerated the adoption of online learning, exposing students to a digital environment that requires adaptable and resilient digital safety practices. A post-COVID-19 culture of digital safety must go beyond fragmentary solutions and incorporate a comprehensive approach to address the evolving needs of 10 to 13 year olds students. The lack of studies that offer an integrated framework hampers the development of such adaptable strategies, which should consider not only protection from online threats but also the promotion of positive digital habits, emotional well-being, ethical digital communications, and critical digital literacy.

By bridging this research gap and developing a holistic framework that incorporates digital safety, literacy, communications, wellbeing, and habits, educators, policymakers, and researchers can gain a more profound understanding of the digital experiences of 10 to 13 year olds students. This, in turn, will lead to the formulation of more effective policies and interventions that ensure a secure, supportive, and empowering online learning environment, which is adaptable to the ever-evolving digital landscape.

4.4.2 Limited longitudinal research

One significant research gap in the exploration of digital safety, literacy, communications, wellbeing, and habits among 10 to 13 year olds students lies in the lack of longitudinal studies. While existing literature offers valuable insights into these dimensions, much of it is cross-sectional, capturing a moment in time without tracing the trajectory of students’ experiences over an extended period (Hargittai & Hsieh, 2012). Limited longitudinal research hampers our understanding of how digital safety measures, literacy skills, communication patterns, emotional wellbeing, and online habits evolve and interact over time, hindering the development of comprehensive strategies tailored to the dynamic needs of students.

Longitudinal studies provide the advantage of capturing changes and developments in students’ online behaviour, experiences, and perceptions as they progress through their educational journey. Such research designs enable the identification of trends, patterns, and potential causal relationships that might not be evident in short-term or one-time studies (Van De Schoot et al., 2015). For example, a longitudinal approach could reveal how students’ digital literacy skills evolve from Year 6 to Year 8, how their digital safety awareness deepens, or how changes in their digital habits impact their academic engagement over several years.

Understanding the long-term impact of digital safety measures is particularly crucial, given the rapid technological advancements and the evolving nature of online threats (Hinduja & Patchin, 2018). Longitudinal research could shed light on the persistence of digital safety protocols and their effectiveness in ensuring students’ online security as they transition from lower to upper grades. Additionally, examining the trajectory of digital literacy acquisition longitudinally could inform educators about the most critical stages for intervention and skill development.

Furthermore, a longitudinal exploration of digital communications and relationships could unveil the evolution of social dynamics, friendships, and peer interactions in online spaces. This insight is pivotal for educators seeking to create inclusive and supportive digital learning environments that foster positive relationships among students over time.

Digital wellbeing, encompassing mental and emotional health in digital contexts, is another dimension that necessitates longitudinal scrutiny. By observing students’ wellbeing longitudinally, researchers can discern patterns in the relationship between screen time, online interactions, and psychological health. This understanding is crucial for devising targeted interventions and support systems that address students’ mental health needs effectively (Orben & Przybylski, 2019).

Finally, considering the impact of the COVID-19 pandemic on digital education, a longitudinal perspective becomes imperative to assess the long-term effects of the sudden shift to online learning on students’ digital habits, emotional wellbeing, and engagement levels (Loades et al., 2020). Longitudinal research would provide nuanced insights into the lasting consequences of the pandemic on students’ digital experiences, guiding the formulation of post-COVID-19 digital safety strategies tailored to their evolving needs.

In summary, addressing the research gap of limited longitudinal research is vital for comprehensively understanding the intricate interplay of digital safety, literacy, communications, wellbeing, and habits among 10 to 13 year olds students. Longitudinal studies offer a unique vantage point, enabling researchers and educators to track the trajectory of students’ digital experiences, identify patterns, and develop targeted interventions that foster a secure, supportive, and empowering online learning environment over time.

5 Conclusion

In the rapidly evolving landscape of digital education, this comprehensive literature review has unveiled the sophisticated tapestry of digital safety, literacy, wellbeing, and habits in the context of online school activities for 10 to 13 year olds students. Our exploration highlighted the complexities these students face, navigating a digital realm rich in opportunities yet rife with challenges. The synthesis of 24 scholarly papers published from 2010 to 2023 has assisted in shedding light on the multifaceted dimensions of digital resilience, emphasizing the urgent need for a holistic approach to support students effectively.

5.1 Understanding the digital landscape

Our review revealed the significant impact of digital safety protocols on shaping online student activities. As these protocols evolve, adapting to the ever-changing digital landscape, they play a pivotal role in ensuring a secure online environment (Livingstone & Smith, 2014). Moreover, the role of digital literacy emerged as a cornerstone, enhancing learning outcomes and empowering students to critically engage with digital content and platforms. We also delved into the delicate interplay between digital wellbeing and academic engagement, recognizing that a balanced approach to screen time and nurturing emotional health is paramount for sustained student success (Orben & Przybylski, 2019).

5.2 Challenges and effective strategies

Through detailed analysis, this paper uncovered the challenges faced by 10 to 13 year old students, ranging from cyberbullying to information overload. However, amidst these challenges, promising strategies and interventions stood out. Cultivating digital resilience involves fostering not only technological competence but also emotional intelligence and ethical judgment. Encouraging positive digital communications, teaching responsible digital citizenship, and integrating mental health support within the digital realm are integral components of effective interventions (Twenge et al., 2018; Walters et al., 2019).

5.3 Directions for future research

Our review pinpointed several avenues for future research to bridge existing gaps. Firstly, longitudinal studies tracking the digital journeys of students over time can provide invaluable insights into the long-term effects of digital safety measures, literacy programs, and wellbeing initiatives (Van De Schoot et al., 2015). Additionally, qualitative inquiries can disclose nuanced student perspectives, shedding light on the complexities of their digital experiences and the effectiveness of various interventions (Hargittai & Hsieh, 2012).

Secondly, exploring the impact of cultural nuances on digital resilience is essential in our globally interconnected world. Research that considers diverse cultural contexts can offer context-specific strategies, ensuring inclusivity and relevance (Selwyn & Facer, 2013).

Lastly, as technology continues to advance, it is vital to investigate emerging digital threats and opportunities. Topics such as the ethical implications of artificial intelligence in education, the influence of augmented reality on digital engagement, and the intersection of mental health apps and student wellbeing deserve in-depth exploration (Knox et al., 2019).

In conclusion, this literature review serves as a crucial foundation for future endeavours aimed at nurturing digital resilience among 10 to 13 year olds students. By addressing the identified research gaps and exploring the suggested directions, educators, policymakers, and researchers can collaboratively pave the way for a safer, more supportive, and empowering online learning environment, ensuring that every student thrives in the digital age.