Percipiranje zasvojenosti z digitalno tehnologijo med mladimi

The research "Perceptions of Digital Addiction Among Youth (2025)" focuses on a qualitative analysis of how young people understand, experience and regulate their use of digital technologies. Based on three focus groups, a content analysis was conducted using the principles of open and axial coding, resulting in five main thematic categories (K1–K5) with corresponding subcategories. In the first category (K1), participants expressed various personal understandings of digital addiction and identified key socialization agents—family, school, and peers—as central influences on how their relationship with digital media developed during adolescence. The second category (K2) explores the perceived seriousness of digital addiction among young people, which varies. While some recognized it as a serious issue in contemporary societies, others viewed it as a normal aspect of life in the digital age. Many respondents reported using self-regulation strategies such as digital detoxes and time limits and highlighted the need for systemic responses through education and legislation. The third category (K3) examines digital technology in the context of higher education. Participants acknowledged its usefulness for studying, but also pointed out potential negative effects on concentration and learning efficiency, as well as ethical concerns related to the use of artificial intelligence in academic contexts. The fourth category focuses on trust in online information. Young people employ various strategies for verifying source credibility and shared concrete experiences with disinformation and misinformation. Their responses include maintaining critical distance, seeking additional sources and attempting to correct false claims, although they noted numerous challenges in fact-checking digital media content. The fifth category (K5) sheds light on the ethical dimensions of digital use. Participants expressed concern over the negative impacts of algorithms and platform business models on youth well-being and emphasized the lack of educational support for developing digital media literacy and ethical awareness in navigating increasingly advanced digital tools. The research highlights the complexity of digital media use among youth and children and underscores the need for holistic, systemic responses within educational settings and broader society. Keywords: digital addiction, youth, media education, media literacy, disinformation, ethical challenges of digital technologies