Screen time, learning motivation, and digital habitudes of business education students in a Philippine higher education institution: biosciences-informed implications for digital wellness and cognitive health

This study explores the interplay between screen time exposure, learning motivation, and cognitive habitudes among Business Education students in a Philippine higher education institution, with particular attention to implications for digital wellness and cognitive health a growing area of interest in the biosciences. A total of 120 students participated in the study, responding to a structured survey questionnaire that assessed academic and non-academic screen time, motivational states during digital learning, and study behavior patterns. Results showed a disproportionate allocation of screen time toward non-academic use, posing potential risks for digital fatigue and cognitive overload. Nevertheless, high levels of learning motivation were associated with academic screen use, suggesting that purposeful digital engagement may stimulate cognitive activation and attention regulation. Significant differences in digital learning behaviors were noted across socio-demographic factors such as sex, household income, and maternal educational background factors often considered in biopsychosocial models of behavior. Correlation analyses further revealed a positive relationship between academic screen time and learning motivation, but no significant link between screen time and study habits, emphasizing that digital exposure does not inherently foster disciplined learning routines. These findings carry biosciences-informed implications, urging the integration of neurocognitive wellness education, behavioral interventions, and digital hygiene in student support programs. To address this, the study recommends embedding cognitive time management strategies into business curricula, utilizing brain-based interactive platforms, and implementing digital wellness workshops that emphasize screen-time regulation, neuroplasticity, and attention-sustaining techniques.