Recent survey data reveal that only a small minority of students perceive internet addiction as a problem. The findings come from a study conducted at the Russian State Social University (RGSU) and were reviewed by socialbites.ca, providing a snapshot of digital behavior among university learners in Russia. The participants included students from prominent institutions such as RGSU, the Higher School of Economics, Moscow State University, and the Russian State University for the Humanities, among others. The study highlights how intertwined daily life has become with online activity across major Russian universities.
The results show that a substantial portion of students spend significant time online. Specifically, more than 48.5% of respondents report spending over four hours a day on the internet. About 42.4% allocate three to four hours to social networks and websites, while only 9.1% manage less than three hours of daily internet use. These figures illustrate how online engagement has become a routine part of academic and social life for many students.
When asked about their personal tolerance for web use, 85% of students indicated they would not object to reducing their screen time. Yet 24.2% acknowledged that they spend too much time online, though they did not see this as a problem for themselves. In contrast, 36.4% of students did not feel that their internet usage was excessive. This mix of responses suggests a nuanced view among learners, where self-perceived control coexists with recognition of potentially excessive online activity.
Another telling finding is the strong preference for offline experiences. The survey indicates that 81% of young people would rather engage in offline communication and entertainment, and if advised to cut back on social networks and virtual environments, they view the adjustment as manageable. This openness to offline alternatives underscores a shift in how students value in-person interactions alongside digital life.
Analysts note that these patterns align with broader discussions about digital wellbeing in educational settings. The study adds to ongoing conversations about balancing screen time with face-to-face learning, study routines, and real-world social connections. It also reflects a recognition among students that occasional limits on device use can be healthy, without compromising academic performance or social well-being.
Earlier discussions in the literature have pointed to the beneficial consequences of limiting phone use in schools and universities, a theme echoed by professionals observing student behavior in academic environments. This body of research emphasizes practical strategies for managing technology in classrooms and on campuses, aiming to support students without restricting access to essential resources. (attribution: RGSU study with review by socialbites.ca)