Internet addiction among teachers: A systematic review

Abstract

The proliferation of Information and Communication Technology (ICT) within educational spheres has undeniably enriched pedagogical practices through the integration of digital tools. Despite these advancements, the escalating use of ICT devices harbors the potential for internet addiction among educators. This systematic review scrutinizes the prevalence, symptomatology, and predictive indicators of internet addiction in the teaching profession, in addition to examining its association with physical and psychological well-being. Employing a methodical approach aligned with the PRISMA guidelines, an analysis of 15 rigorously selected scholarly articles, sourced from the Web of Science and Google Scholar, was conducted. The findings reveal a prevalence rate of internet addiction among educators ranging from 5.2% to 35%, pinpointing specific behaviors that may predispose individuals to higher addiction risks. Given the paucity of research pertaining to internet addiction among teachers, the corpus of articles ultimately incorporated into this study was constrained. However, the implications of these findings are multifaceted, highlighting the critical need for targeted interventions to ameliorate the detrimental effects of internet addiction on educators, thereby fostering a more conducive teaching and learning environment.