1st LTTA: Prevention, Protection, Rejection

According to data from the Digital Ethic Centre in Lithuania, the highest percentage of internet users is found among young people, with 99.4% of individuals aged 25-34 and 99.1% of teenagers aged 16-21 using the internet daily. This significant usage can lead to various problems, but teachers and parents can identify signs of internet addiction, which include:

• Excessive concern about online activities

• Intrusive thoughts regarding internet use

• Increased time spent aimlessly browsing

• Decreased involvement in other activities

• Deterioration of professional performance and results

• Dysfunctional or unhealthy relationships

Individuals struggling with addiction may exhibit traits such as loneliness, shyness, communication difficulties, desperation, introversion, neuroticism, and low self-esteem.

The risk of internet addiction escalates from older age groups, with 44% of those aged 64 and above, compared to 73% of teenagers aged 13-17. The highest risk for internet addiction is among teenagers and young adults, as indicated by data from Headphonesaddict.com and the Worrying Technology Addiction Statistics report (2024).

Statistics reveal that the majority of time spent online is dedicated to communication, social networking, and gaming. The consequences of internet addiction can include sleep deprivation, inability to control behavior, feelings of shame and guilt, poor time management, physical discomfort, and avoidance of communication, among others.

The Gymnasium Department teaching team conducted a study on students' dependence on the internet and social media, surveying 135 respondents. The results showed that many young people fail to recognize the threats present in the digital space and often claim independence from digital technologies. However, their reported screen time indicates that a problem is indeed present.

Recent scientific research shows that 99.9% of teenagers use the internet, highlighting the existence of internet addiction. The COVID-19 pandemic has significantly contributed to the rise of digital addiction, with multiple factors increasing dependence on digital devices during this time. Digital addiction, particularly through the internet and social media, can have profound emotional and psychological effects. The nature of addiction often leads to various negative emotions, mental health issues, and disruptions in emotional well-being. A study conducted by the Marijampolė VET Center revealed that young people often do not perceive their internet usage as problematic and remain oblivious to the associated threats, indicating a disconnect between their actual usage patterns and the awareness of potential risks such as addiction, mental health issues, and social isolation.

Findings presented by Spanish educators involving 264 respondents confirm that digital technologies are increasingly recognized as an addiction issue across Europe. These school studies also highlighted critical concerns such as cyberbullying, digital discrimination, and social exclusion among students. Analysis of survey responses reveals that social networks have a mixed impact on individuals. While aspects like self-expression and community engagement are positively influenced, factors such as sleep quality and anxiety are adversely affected. It is essential to find a balance in social media use to maximize benefits while minimizing negative consequences.

The Greek team presented a unique approach to combating internet and social media addiction by using theatre methods. They created a simulation of real-life scenarios where the main actor portrayed issues related to internet addiction. In the first round, the actor demonstrated a typical situation of digital dependency, showing how internet overuse affects daily life and relationships. This performance set the stage for the audience to understand the emotional and social consequences of addiction.

In the second round, the audience was invited to participate in the play by taking on the role of the main character. One person from the audience would step in to replace the actor and make choices that could alter the outcome of the scenario. This shift allowed participants to actively engage in finding solutions to digital addiction, exploring how small decisions can lead to healthier internet habits. The interactive experience encouraged the audience to think critically about behaviors that might fuel internet dependency. Through this method, participants gained insight into how support and alternative actions can help combat online addiction. The session provided a powerful way for the audience to reflect on their own internet habits and envision positive changes.

The three-day training session provided valuable insights into internet addiction and its effects on young people. Teams from Lithuania, Spain, Greece, and Slovakia shared research and strategies, making it an enriching experience for everyone involved. The Lithuanian and Spanish teams presented compelling data on the prevalence of digital dependency, emphasizing that young users, especially teens, are at high risk. Discussions highlighted not only addiction but also the psychological and social issues like loneliness, cyberbullying, and digital discrimination. Teachers from the Gymnasium Department and Marijampolė VET Center shared studies showing students' inability to recognize the dangers of excessive internet use. Meanwhile, Spanish teachers noted similar trends across Europe, where digital addiction is increasingly prevalent. Participants learned effective methods to recognize and address signs of digital dependency in students. This exchange of knowledge and solutions was both informative and motivating for everyone involved.

Kick-off Project Meeting