Abstract
BACKGROUND:
Technology addiction (TA), a compulsive or excessive use of digital devices and platforms, is an emerging public health concern among adolescents. Effective Information, Education, and Communication (IEC) materials tailored for young people are limited, particularly in culturally diverse low- and middle-income settings. To develop and validate culturally appropriate IEC materials aimed at increasing awareness of TA and promoting healthy technology use behaviors among adolescents.
MATERIALS AND METHODS:
Using behavior change–oriented theoretical framework, IEC materials were developed through a six-step process that included theme generation from literature and stakeholder consultations, multidisciplinary content drafting, expert validation, and professional design. Pretrial testing with adolescents, parents, and teachers was conducted during public exhibitions using semistructured questionnaires to assess clarity, relevance, visual appeal, and cultural appropriateness. Iterative feedback guided refinement and finalization of the IEC materials.
RESULTS:
The finalized IEC package included posters and pamphlets structured around the ‘4C’ risk model (Control, Craving, Compulsion, Consequences) and the ‘3A’ response strategy (Ask, Acknowledge, Allow). Pretrial testing (students, teachers, parents at outreach events and school programs) showed high acceptability: Over 90% of respondents provided positive ratings (mean scores > 4.3/5) for clarity, relevance, and visual appeal. Feedback informed simplification of language improved visual clarity, and the addition of practical resource information (helplines and referral pathways).
CONCLUSIONS:
A systematic, stakeholder-driven approach produced concise, culturally resonant IEC materials that are ready for implementation in school- and community-based adolescent health programs. Further research should evaluate their long-term impact on behavior change and scalability within national adolescent health initiatives.
Keywords: Addictive, adolescent, behavior, health behavior, health communication, health education
Introduction
The advent of digital technologies has transformed lifestyles, offering unprecedented convenience and opportunities.[1] Nonetheless, excessive and inappropriate technology use has led to significant challenges, including technology addiction (TA).[2] Defined as compulsive technology use that interferes with daily functioning, TA disproportionately affects adolescents due to their high engagement with digital platforms such as social networking sites, gaming apps, and video streaming services.[3,4]
Despite the growing recognition of technology addiction as a significant public health concern, a critical gap persists in the availability of evidence-based, culturally appropriate IEC materials specifically targeting adolescents. A systematic review of existing health education resources reveals several key lacunae: First, most available materials focus on generic digital wellness rather than addressing the specific pathophysiology and behavioral patterns of technology addiction. Second, existing resources predominantly target adult populations, lacking age-appropriate messaging and visual elements that resonate with adolescent developmental stages.[3,4,5,6] Third, current materials often fail to incorporate culturally relevant contexts, particularly for diverse populations in low- and middle-income countries like India.[7] Furthermore, where IEC materials do exist, they often lack adequate validation processes, limiting their effectiveness in promoting behavioral change. Many materials lack theoretical frameworks for addiction prevention and fail to provide actionable strategies that adolescents can implement in their daily lives. The absence of systematic stakeholder engagement in the development process has resulted in materials that may be scientifically accurate but lack practical applicability and user acceptability among the target population.[6]
Studies have linked excessive technology use to social isolation, disrupted sleep patterns, and anxiety disorders among youth.[8,9,10,11] Data from the Pew Research Center highlights the pervasive impact of technology on teenagers’ attention spans and interpersonal relationships.[12] These findings underscore the urgent need for targeted interventions to mitigate the adverse effects of TA.
IEC materials are pivotal in addressing such health issues by fostering awareness and promoting behavioral change.[13] Despite the prevalence of TA, tailored IEC tools for adolescents remain scarce. This study bridges this gap by developing and evaluating culturally sensitive IEC materials to combat TA, with adolescents as the primary audience.
Novelty
This study is among the first in India to apply an iterative, participatory, mixed method approach to develop IEC materials specifically tailored for adolescent technology addiction, addressing a critical evidence gap in LMIC contexts. Unlike existing generic digital wellness resources, the materials integrate culturally grounded frameworks and user-centered validation processes to enhance practical relevance and implementation readiness.
Materials and Methods
The development of the IEC materials was guided by a behavior change–oriented theoretical framework grounded in health promotion principles and adolescent developmental needs [Figure 1].[13,14] The framework draws on evidence that structured, culturally tailored IEC interventions enhance awareness, support motivation, and promote healthier behavior among young people. This approach aligns with WHO recommendations on context-specific health communication and ensures that the materials are responsive to the social, cultural, and behavioral determinants influencing adolescent technology use.[15]
Figure 1.
Theoretical framework and Process of IEC development
Study design and setting
The development and validation of the IEC materials followed a systematic, iterative design that included expert review and user-level pretrial testing. The materials were showcased and assessed in real-world educational settings, including school programs and a National Science Day exhibition at NIMHANS.
Study participants and sampling
A total of 136 participants were involved in pretrial testing: 79 adolescents, 34 parents and 23 teachers These participants were recruited from visitors attending public exhibitions and school-based events. In addition, 15 subject experts in public health, psychology, education, and mental health participated in the validation phase through purposive sampling.
Process
The process was structured into six systematic steps to guarantee thoroughness and relevance: [Figure 1].
1. Theme Generation
A systematic desk review of existing literature on technology addiction, combined with stakeholder consultations with public health specialists, psychologists, educators, and school principal, was conducted to identify critical themes. Adolescents in Kolar district, Karnataka, were chosen as the primary target group based on regional studies indicating a high prevalence of TA. Data from school surveys, focus group discussions, and expert opinions informed the generation of themes addressing the risks, consequences, and preventive measures related to TA.
2. Content Development
Draft content was created with contributions from public health experts, psychologists, and educators. The development process is displayed in Figure 1. Key considerations included simplicity, cultural appropriateness, and clarity. Posters and pamphlets were selected as the preferred IEC formats for their cost-effectiveness, accessibility, and ability to convey messages effectively in both urban and rural settings.
3. Validation
A total of 15 subject-experts, including public health specialists, psychologists, educators, and mental health professionals, participated in the validation process. Experts were asked to assess the accuracy, clarity, cultural appropriateness, and alignment of the content with the intended objectives using structured rating forms and open-ended feedback. In total, 18 specific suggestions were received. While most were complementary and guided refinement of language, visuals, and messaging, 6 were contradictory, particularly concerning terminology, the amount of detail to include, and the balance between text and illustrations [Table 1]. To resolve these conflicts, all feedback was compiled and categorized thematically, and areas of disagreement were deliberated in a structured consensus exercise involving a panel of 6 senior experts from public health and psychology. A decision rule of ≥ 80% agreement was applied for inclusion or exclusion of contested recommendations. This systematic approach ensured that the final IEC materials reflected both evidence-based content and interdisciplinary consensus.
Table 1.
Expert feedback and actions taken on technology addiction poster for adolescents
| Suggestion type | Number of suggestions | Specific focus/examples | Action taken | |||
|---|---|---|---|---|---|---|
| Directly incorporated | 12 | Language refinements for readability Font size and colour Contrast adjustments Flow of messaging revisions Simplification of technical terms Addition of relatable examples Section reorganization for adolescent comprehension |
Fully incorporated as suggested | |||
| Contradictory | 6 (4+2) | Conflicts mainly about: • Terminology (clinical vs. lay) • Level of detail (concise vs. elaborate) • Text vs. illustration balance |
Reviewed via structured consensus (6 senior experts); ≥80% agreement decision rule applied | |||
| Excluded after consensus | 4 | 1. Use the term “digital dependency disorder” instead of “excessive screen use” 2. Include detailed neuroscience of addiction 3. List all possible apps and social media platforms causing addiction 4. Provide a long paragraph describing the negative impact on sleep and academics | Not adopted; Too technical or overwhelming for adolescents; could reduce engagement or readability | |||
| Adopted with minor modifications | 2 | 1. Suggest including “healthy screen time tips” in detail, but simplified into bullet points 2. Use a diagram showing balance between online/offline activities, adjusting colors and icons for clarity |
Incorporated with Simplified language and visuals to make content adolescent-friendly and visually appealing |
4. Design and Illustration
The design process followed principles of visual clarity and cultural resonance, using bright contrasting colors (blue, green and violet), simple iconography, and illustrations depicting familiar school and community settings to ensure that the materials were relatable and engaging for Indian adolescents. Professional graphic designers collaborated to enhance the visual appeal of the IEC materials. Illustrations were designed to be culturally sensitive, engaging, and aligned with the content by a team of professional artists, designers, public health specialists and psychologists. Visual aids included diagrams and infographics to illustrate the 4C’s of risks (Control, Craving, Compulsion, and Consequences) and the 3A’s of solutions (Ask, Acknowledge, and Allow). Icons and infographics were simplified to match adolescent comprehension levels, and culturally sensitive attire and settings were used to avoid bias.
5. Pretrial Testing
For the pretrial testing, a total of 136 participants comprising 79 adolescents, 34 parents, and 23 teachers who attended the National Science Day exhibition at NIMHANS were involved. Pretrial feedback was collected using a semistructured questionnaire that included a 5-point Likert scale (1 = strongly disagree, 5 = strongly agree) to capture multiple dimensions of the IEC materials, including clarity of content, relevance of messages, visual appeal, and cultural appropriateness. Participants also provided open-ended suggestions for improvement, such as simplifying technical terms, enhancing illustrations, or adjusting the flow of information. The collected feedback was systematically analyzed, and qualitative comments were used to refine the IEC materials before finalization.
6. Finalization
Postfeedback revisions ensured the materials were comprehensive, accurate, and relatable. The finalized materials were then disseminated for implementation in schools and community programs. The development process involved three distinct iterations: the first focused on content generation based on literature and expert input, the second incorporated expert validation feedback, and the third integrated user-level feedback from adolescents, parents, and teachers during pretrial testing. This also served as an adapted co-design process, as their feedback informed refinements to content, examples, and visual design.
Data collection tool and technique
Data were collected from multiple sources across different phases of IEC material development, following an iterative process. During the theme generation stage, information was drawn from published literature and stakeholder consultations with public health specialists, psychologists, educators, and school principals. For validation, structured rating forms and qualitative feedback were obtained from 15 subject-experts. In the pretrial testing phase, semistructured questionnaires captured feedback from students, parents, and teachers on clarity, cultural appropriateness, and usability of the draft materials. A sequential process of triangulation was applied, whereby evidence from literature informed initial themes, expert ratings validated content accuracy, and stakeholder feedback refined contextual and cultural fit with each stage building on the previous one to systematically inform IEC development. Thus, different groups participated at each stage: experts contributed to early development and validation, while students, parents, and teachers informed the final refinement ensuring that the IEC materials were evidence-based, contextually relevant, and user-centered. All modifications and decisions taken during each iteration were systematically included with their rationale, thereby enhancing transparency and reproducibility.
Ethical consideration
The development and testing of the IEC materials followed ethical principles appropriate for minimal-risk educational interventions. Participation was voluntary, anonymized feedback was obtained, and stakeholder inputs were incorporated respectfully. The process ensured cultural sensitivity and developmental appropriateness for adolescent participants.
Statistical analysis method
Quantitative data from Likert-scale responses were summarized using descriptive statistics, including mean scores for each domain: clarity, relevance, visual appeal, and cultural appropriateness. Qualitative responses were analyzed thematically and used to guide content simplification, visual adjustments, and refinement of examples in the final IEC materials.
Results
The systematic development of Information, Education, and Communication (IEC) materials addressing technology addiction among adolescents yielded several impactful outcomes:
Key features of the IEC materials
The finalized IEC tools incorporated innovative frameworks to convey critical information effectively:
The 4C’s Model for Risk Identification: Control, Craving, Compulsion, and Consequences.[16] This model was adapted to help adolescents recognize signs of technology addiction.
The 3A’s Strategy for Solutions: Ask, Acknowledge, and Allow. These steps provided actionable strategies for mitigating the impact of technology addiction and seeking support.
End-users feedback
The adolescent participants were aged 13–17 years, with representation from both urban (62%) and rural (38%) schools in Bengaluru. Parents and teachers were also represented from both the settings, providing contextual diversity in the pretrial sample. Pretrial assessments conducted during public exhibitions demonstrated high levels of acceptance and effectiveness among the target audience. Over 90% of the participants rated the IEC materials [Figure 2] as easy to understand and relevant. Participants found the materials visually appealing, particularly the inclusion of infographics and culturally resonant imagery. Preliminary feedback indicated an increased awareness of technology addiction and a willingness to adopt healthier technology usage habits. Feedback showed consistently high ratings across all domains, with mean Likert scores of 4.6 for clarity, 4.5 for relevance, 4.4 for visual appeal, and 4.3 for cultural appropriateness. Qualitative comments emphasized simplifying technical terms, incorporating more age-appropriate illustrations, and streamlining the flow of information; these suggestions were integrated to make the final IEC materials more engaging, user-friendly, and contextually appropriate for adolescents.
Figure 2.
Initial and prefinal (draft poster) on technology addiction (TA)
Revisions based on feedback
Suggestions from the pretrial phase were systematically incorporated, resulting in several key refinements. Simplified language to enhance accessibility for younger audiences. Redesigned visual elements to improve clarity and engagement. Integration of additional resources, such as helpline numbers and references to mental health services, for practical support.
Implementation readiness
The finalized IEC materials [Figure 3] were deemed suitable for dissemination in educational and community settings. Schools emerged as an ideal implementation platform because of their structured environment and influence on adolescent behavior.
Figure 3.
Final poster for technology addiction
Discussion
The findings of this study are consistent with its stated aim and implied hypothesis, demonstrating that a systematic, stakeholder-driven, iterative development process will result in acceptable, relevant, and effective IEC materials for adolescent technology addiction. The high acceptability ratings, favorable qualitative feedback, and successful refinement through expert and user inputs reflect the effectiveness of the iterative approach adopted. Together, these results indicate that the developed IEC package meets its intended objectives of clarity, relevance, and contextual suitability for school and community-based adolescent health promotion. The systematic approach to developing Information, Education, and Communication (IEC) materials for addressing technology addiction highlights the potential of tailored interventions in promoting public health.[17] This study highlights the importance of engaging target audiences and leveraging expert input to create effective and impactful health communication tools.
Technology addiction is a growing public health challenge, particularly among adolescents.[4,18] Generic awareness campaigns often fail to address the nuanced needs of this demographic.[19] By focusing on culturally relevant content and age-appropriate messaging, the developed IEC materials bridge critical gaps in health education.[6] The 4C’s and 3A’s frameworks offer practical tools for self-assessment and intervention, fostering proactive behavior change among adolescents.
Schools provide a unique environment for health education due to their structured settings and extended access to the adolescent population.[20] The integration of IEC materials into school curricula or extracurricular activities can amplify their impact.[14] Evidence supports the cost-effectiveness of school-based health promotion programs, particularly in resource-constrained settings like India.
Key insights from the development process include Stakeholder Engagement, Iterative Refinement, Visual Appeal. Collaboration with students, teachers, and mental health professionals ensured the relevance and acceptability of the materials. The pretrial phase was critical in identifying areas for improvement, resulting in a final product that met the needs of the target audience. The use of engaging illustrations and infographics significantly enhanced comprehension and retention of the key messages.
Recent evidence showing high levels of internet addiction and nomophobia among young learners further reinforces the need for targeted IEC strategies to address emerging technology-related risks.[21] While this study focused on adolescents, technology addiction impacts individuals across all age groups. Expanding the scope of IEC materials to include diverse demographics could increase their utility. In addition, the integration of digital platforms, such as social media and mobile apps, presents new opportunities for health promotion.[22,23] Further research is needed to evaluate the long-term behavioral impact of these materials and explore their scalability.
Strengths and limitations
This study’s strengths include its systematic, iterative, and stakeholder-driven approach, which incorporated expert validation and user-level feedback to produce culturally appropriate and adolescent-friendly IEC materials. The study also benefited from multidisciplinary collaboration, which strengthened the content and visual appeal of the final outputs. However, the pretrial testing was conducted in a single institutional setting, limiting generalizability, and the study assessed acceptability rather than behavioral outcomes or long-term impact. Despite these limitations, the work provides a strong foundation for integrating validated IEC tools into adolescent health programs and highlights the need for future research with broader samples and longitudinal evaluation.
Policy implications
The high acceptability and cultural relevance of the IEC materials support their integration into school-based health promotion activities under Ayushman Bharat and national mental health initiatives. These tools can strengthen early awareness, digital health literacy, and risk recognition among adolescents. Incorporating such IEC packages into routine school health platforms may enhance scalability and improve behavioral outcomes at the population level.[24,25]
Conclusion
This study presents a systematic approach to developing culturally tailored IEC materials for addressing technology addiction among adolescents. The IEC package aligns with core health policy benchmarks by strengthening early risk identification, supporting behavior change communication, and enhancing digital health literacy within school and community settings. The materials are compatible with existing national programs, including the School Health Program under Ayushman Bharat, Rashtriya Bal Swasthya Karyakram, the National Mental Health Program, and Tele-MANAS, thereby supporting potential policy integration.[26] Embedding these IEC tools within routine school health activities can improve implementation feasibility and scalability. Future research should evaluate long-term behavior outcomes and explore pathways for formal adoption within national adolescent wellbeing and digital health strategies.
AI policy
Generative AI tools were not used in the design, data collection, or analysis of this study. The authors used generative AI tools only to proofread the manuscript. After using these tools, the authors reviewed and edited the content as needed and take full responsibility for the content of the publication.
Abbreviations
3A: Ask, acknowledge, allow; 4C: Control, craving, compulsion, consequences; FGD: focus group discussion; IEC: information, education and communication; NIMHANS: national institute of mental health and neurosciences; TA: technology addiction; WHO: world health organization.
Ethical clearance
The study was approved by the Institutional Review Board of NIMHANS (No. NIMHANS/DO/(BS and NS DIV.)/2018 dated 07/11/2018).
Author’s contributions
SG: Developing research protocol, study instrument development, data collection, data management, analysis and drafting of manuscript; SA: Concept of study, proposal development, planning, development of study instrument, monitoring data collection, analysis, drafting the manuscript, supervision; PH: Concept of study, proposal development, planning, development of study instrument; VM: Concept of study, review of study instrument, review of methods and results, review of manuscript; ADB: Review of study instrument, review of manuscript, referencing; ALG: Review of manuscript, review of results; Sangappa Vaggar: Data management, referencing; Priyanthi Arichandran: Review of manuscript, analysis; DAB: Review of manuscript, referencing.
Data availability statement
The data supporting the findings of this study are available from the corresponding author upon reasonable request.
Conflicts of interest
There are no conflicts of interest.
Acknowledgement
Authors acknowledge the support of Prof. Manoj Kumar Sharma, Department of Clinical Psychology and Prof. K S Meena, Department of Mental Health Education, NIMHANS for their technical inputs.
Funding Statement
Nil.
References
- 1.Haleem A, Javaid M, Qadri MA, Suman R. Understanding the role of digital technologies in education: A review. Sustain Oper Comput. 2022;3:275–85. [Google Scholar]
- 2.Uslu O. Causes and consequences of technology addiction: A review of information systems and information technology studies. Int J Soc Sci Educ Res. 2022;8:299–306. [Google Scholar]
- 3.What is Technology Addiction? Available from: https://www.psychiatry.org: 443/patients-families/technology-addictions-social-media-and-more/what-is-technology-addiction . [Last accessed on 2025 Jan 21]
- 4.Amudhan S, Prakasha H, Mahapatra P, Burma AD, Mishra V, Sharma MK, et al. Technology addiction among school-going adolescents in India: Epidemiological analysis from a cluster survey for strengthening adolescent health programs at district level. J Public Health Oxf Engl. 2022;44:286–95. doi: 10.1093/pubmed/fdaa257. [DOI] [PubMed] [Google Scholar]
- 5.Harte P, Barry MM. A scoping review of the implementation and cultural adaptation of school-based mental health promotion and prevention interventions in low-and middle-income countries. Camb Prisms Glob Ment Health. 2024;11:e55. doi: 10.1017/gmh.2024.48. [DOI] [PMC free article] [PubMed] [Google Scholar]
- 6.Sharma S, Akhtar F, Singh RK, Mehra S. Validation of health education material for youth: A step to ensure implementation fidelity in community-based interventions. Healthcare. 2019;8:8. doi: 10.3390/healthcare8010008. [DOI] [PMC free article] [PubMed] [Google Scholar]
- 7.Hugh-Jones S, Janardhana N, Al-Janabi H, Bhola P, Cooke P, Fazel M, et al. Safeguarding adolescent mental health in India (SAMA): Study protocol for codesign and feasibility study of a school systems intervention targeting adolescent anxiety and depression in India. BMJ Open. 2022;12:e054897. doi: 10.1136/bmjopen-2021-054897. [DOI] [PMC free article] [PubMed] [Google Scholar]
- 8.Madrid-Valero JJ, Matthews T, Barclay NL, Odgers CL, Moffitt TE, Caspi A, et al. Problematic technology use and sleep quality in young adulthood: Novel insights from a nationally representative twin study. Sleep. 2023;46:zsad038. doi: 10.1093/sleep/zsad038. [DOI] [PMC free article] [PubMed] [Google Scholar]
- 9.Pirdehghan A, Khezmeh E, Panahi S. Social media use and sleep disturbance among adolescents: A cross-sectional study. Iran J Psychiatry. 2021;16:137–45. doi: 10.18502/ijps.v16i2.5814. [DOI] [PMC free article] [PubMed] [Google Scholar]
- 10.Azhari A, Toms Z, Pavlopoulou G, Esposito G, Dimitriou D. Social media use in female adolescents: Associations with anxiety, loneliness, and sleep disturbances. Acta Psychol (Amst) 2022;229:103706. doi: 10.1016/j.actpsy.2022.103706. [DOI] [PubMed] [Google Scholar]
- 11.Gull M, Ruth Sravani B. Do screen time and social media use affect sleep patterns, psychological health, and academic performance among adolescents? evidence from bibliometric analysis. Child Youth Serv Rev. 2024;164:107886. Available from: https://ideas.repec.org//a/eee/cysrev/v164y2024ics0190740924004584.html. [Last accessed on 2025 Sept 26] [Google Scholar]
- 12.Vogels EA, Gelles-Watnick R. Teens and Social Media: Key Findings from Pew Research Center Surveys. Pew Research Center. 2023. Available from: https://www.pewresearch.org/short-reads/2023/04/24/teens-and-social-media-key-findings-from-pew-research-center-surveys/. [Last accessed on 2025 Jan 21]
- 13.Dhanapriyanka M, Rdfc K, Jayasekara P. Effectiveness of health promotion intervention on the knowledge and selected practices related with oral cancer among a group of vulnerable youth in Sri Lanka. BMC Public Health. 2023;23:1355. doi: 10.1186/s12889-023-16298-z. [DOI] [PMC free article] [PubMed] [Google Scholar]
- 14.Yadav S, Khokhar A. Effect of information, education, and communication activity on health literacy of cardiovascular diseases among school-going adolescents in Delhi. J Educ Health Promot. 2021;10:71. doi: 10.4103/jehp.jehp_756_19. [DOI] [PMC free article] [PubMed] [Google Scholar]
- 15.World Health Organization. Copenhagen: WHO Regional Office for Europe; 2023. A guide to tailoring health programmes: Using behavioural and cultural insights to tailor health policies, services and communications to the needs and circumstances of people and communities. Available from: https://www.who.int/europe/publications/i/item/9789289058919. [Last accessed on 2025 Nov 28] [Google Scholar]
- 16.Pickard H. Addiction and the self. Noûs. 2021;55:737–61. [Google Scholar]
- 17.Regional Office for Europe WHO. A guide to tailoring health programmes. World Health Organization. Available from: https://iris.who.int/bitstream/handle/10665/367041/9789289058919-eng.pdf?sequence=2. accessed as on: 22/03/2025.
- 18.Odgers CL, Jensen MR. Annual research review: Adolescent mental health in the digital age: Facts, fears, and future directions. J Child Psychol Psychiatry. 2020;61:336–48. doi: 10.1111/jcpp.13190. [DOI] [PMC free article] [PubMed] [Google Scholar]
- 19.Boer M, van den Eijnden RJJM, Boniel-Nissim M, Wong SL, Inchley JC, Badura P, et al. Adolescents’ intense and problematic social media use and their well-being in 29 countries. J Adolesc Health Off Publ Soc Adolesc Med. 2020;66:S89–99. doi: 10.1016/j.jadohealth.2020.02.014. [DOI] [PMC free article] [PubMed] [Google Scholar]
- 20.Grande AJ, Hoffmann MS, Evans-Lacko S, Ziebold C, de Miranda CT, Mcdaid D, et al. Efficacy of school-based interventions for mental health problems in children and adolescents in low and middle-income countries: A systematic review and meta-analysis. Front Psychiatry. 2023;13:1012257. doi: 10.3389/fpsyt.2022.1012257. [DOI] [PMC free article] [PubMed] [Google Scholar]
- 21.Rao R, Verma M, Singh CM, Nirala SK, Naik BN. Internet addiction and nomophobia among medical undergraduates of a tertiary care teaching institute in Patna, Eastern India. J Educ Health Promot. 2023;12:286. doi: 10.4103/jehp.jehp_1663_22. [DOI] [PMC free article] [PubMed] [Google Scholar]
- 22.Mancone S, Corrado S, Tosti B, Spica G, Diotaiuti P. Integrating digital and interactive approaches in adolescent health literacy: A comprehensive review. Front Public Health. 2024;12:1387874. doi: 10.3389/fpubh.2024.1387874. [DOI] [PMC free article] [PubMed] [Google Scholar]
- 23.Wani C, McCann L, Lennon M, Radu C. Digital mental health interventions for adolescents in low- and middle-income countries: Scoping review. J Med Internet Res. 2024;26:e51376. doi: 10.2196/51376. [DOI] [PMC free article] [PubMed] [Google Scholar]
- 24.Wang M, Zhang H. School-based intervention for preventing problematic internet use in adolescents: A scoping review. Res Soc Work Pract. 2025:10497315251358468. [Google Scholar]
- 25.Babu AW, Bukke SP, Nagarajan S. An in-depth assessment of the effectiveness of Information, Education, and Communication (IEC) packages in improving self-esteem among suicide-attempted individuals: A case study in a selected district of Tamilnadu, India. J Educ Health Promot. 2025;14:307. doi: 10.4103/jehp.jehp_1488_24. [DOI] [PMC free article] [PubMed] [Google Scholar]
- 26.Amudhan S, Jangam K, Mani K, Murugappan NP, Sharma E, Mahapatra P, et al. Project SUMS (scaling up of mental health in schools): Design and methods for a pragmatic, cluster randomised waitlist-controlled trial on integrated school mental health intervention for adolescents. BMC Public Health. 2021;21:2034. doi: 10.1186/s12889-021-12086-9. [DOI] [PMC free article] [PubMed] [Google Scholar]
Associated Data
This section collects any data citations, data availability statements, or supplementary materials included in this article.
Data Availability Statement
The data supporting the findings of this study are available from the corresponding author upon reasonable request.