Knowledge and Perceptions Towards Usage of Digital Interventions for Mental Health Promotion among Daystar University Students

Abstract

Mental health has become a significant concern among university students due to academic demands, social pressures, and personal adjustment challenges. Digital mental health interventions, including mobile applications, online counseling platforms, and peer-support spaces, have emerged as alternative options for promoting mental well-being, yet their use depends on students’ awareness and willingness to adopt them. This study examined the knowledge and perceptions of Daystar University students regarding digital interventions for mental health support. Guided by the Health Belief Model, the study employed a quantitative descriptive research design and used a stratified random sample of undergraduate day students. Data were collected using structured questionnaires and analyzed through descriptive and inferential statistics. The findings showed that while many students experienced emotional stress and recognized the importance of mental well-being, their awareness of available digital mental health tools was limited and often based on informal sources rather than structured guidance. Students expressed both positive and cautious views toward digital interventions: many valued their privacy, flexibility, and ease of access, while concerns were raised about confidentiality, cultural fit, and the perceived emotional limitations of digital platforms. The study concludes that digital mental health interventions can complement traditional counseling services if efforts are made to increase awareness, build trust, and integrate digital support more visibly into the university’s wellness framework. The study recommends increased mental health education, institutional endorsement of credible digital platforms, and culturally sensitive implementation strategies