Enhancing technology in counselling university students on drug and substance abuse
DOI:
https://doi.org/10.38140-joheti-2025v1i1a5Keywords:
education, technology, counselling, students, drugs and substancesAbstract
In this empirical study, we explore the integration of technology in counselling university students struggling with drug and substance abuse (DSA). The increasing prevalence of DSA among this demographic poses significant challenges, exacerbated by easy access to substances and peer influence. Our research identifies the inconvenience of traditional physical counselling sessions, which often conflict with students’ academic commitments, as a major barrier to seeking help. The framework for our study is grounded in Bandura's social learning theory (SLT), which emphasises problem-solving without reliance on drugs. Employing a mixed-methods approach, we collected and analysed data from both qualitative interviews and quantitative surveys administered to a diverse student population. Our findings reveal that technology-enhanced counselling offers a safe, flexible, and engaging environment for students to address their substance use issues. Additionally, we found that students feel more comfortable communicating through digital platforms, highlighting the necessity of adapting counselling services to their preferences. However, privacy and security concerns must be addressed to ensure effective engagement. In conclusion, the study asserts that leveraging technology in counselling can significantly improve accessibility and support for university students grappling with DSA, emphasising the need for universities to invest in developing user-friendly digital platforms for this purpose. University counsellors provide counselling services to students.
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