Students’ struggle with digital addiction: the truth of brain rot

Due to the high level of digital addiction, the term brain rot was chosen as the word of the year for 2024 determined by a public vote conducted by Oxford University, and it has been used by experts to express the effect of consuming an excessive amount of low-quality online content, especially on social media. This study investigates the prevalence of brain rot among higher education students in a faculty of education, explores its underlying causes, examines its implications for education, and identifies potential preventive measures. A qualitative case study design was employed to gain an in-depth understanding of the phenomenon. The study group comprised 113 students enrolled in various departments of the Faculty of Education at a public university in Türkiye during the 2024 to 2025 academic year. Participants were selected using criterion sampling, a purposive method designed to identify information-rich cases. Data were collected through observations, semi-structured interviews, and document analysis, and analyzed using content analysis. The findings indicate that nearly all participants experienced symptoms of brain rot, which were attributed to emotional factors, habitual behaviors, and environmental, social, and cognitive influences. It has been determined that brain rot primarily causes students to experience attention deficits, learning difficulties, mental fog, diminished cognitive performance, reduced academic achievement, weakened social relationships, reluctance to attend school or engage in educational activities, and decreased time efficiency. Participants recommended several strategies to mitigate brain rot, including educational interventions, environmental modifications, digital usage regulation, digital detox, and personal self-regulation practices. The results highlight how students’ experiences of brain rot are reflected in their educational lives and underscore the measures that need to be taken to prevent its occurrence.