First Year at College: Navigating the Challengesand Opportunities of the Digital Era

Abstract

This study explored the screen use habits of first-year university students through a narrative qualitative methodology. Data was collected via interviews with 17 incoming students from various academic disciplines. Two primary patterns of screen use emerged: sequential and, at times, compulsive digital zapping on social networks, and the use of digital devices as substitutes for the paper-based materials commonly used in secondary education. Students reported feeling vulnerable to the constant pull of digital devices, which often resulted in procrastination, guilt, and social isolation. To counter these effects, they employed various strategies, including distancing themselves from their devices, setting alarms, managing notifications, and, when necessary, turning off their devices entirely. Despite their efforts to harness the potential of technology, students frequently resorted to quick answers found on social media or generative AI chats rather than engaging with academic databases—ultimately limiting opportunities for deep and critical learning. These findings highlight the need for greater guidance, mentoring, and support to help students optimize the academic and psycho-emotional benefits of digital technologies.