From Properties to Possibilities: Designing for Digital Wellness in Education (M5 Blog Post 4)

 “Technology is best when it brings people together—but it’s most powerful when it helps them reconnect with themselves.”

— Adapted from Matt Mullenweg

As I transition from real estate into education program management and digital wellness entrepreneurship, I find myself reflecting on the common thread that connects both fields: space. In real estate, I worked to shape physical environments that foster comfort, safety, and community. Now, as I pursue curriculum design, I’m focused on creating restorative digital spaces—ones that support well-being, equity, and meaningful learning.

For my final project, I’m researching how digital wellness can be integrated into curriculum design. This topic resonates deeply with my values and my vision for education. In today’s tech-saturated classrooms, students and educators alike face cognitive overload, screen fatigue, and blurred boundaries between work and rest. By exploring digital wellness, I hope to develop frameworks that promote mindful tech use, emotional regulation, and equitable access to digital tools. 

 Why Digital Wellness Matters

Digital wellness isn’t just about limiting screen time—it’s about cultivating intentional, balanced relationships with technology. Palalas and Doran (2023) propose the DW-FOLD framework, which emphasizes mindfulness-informed design for online learning environments. Their work highlights the importance of reducing burnout and fostering presence in digital spaces.

Similarly, Passey (2021) explores how digital technologies impact teacher well-being. His findings underscore the need for professional development that equips educators to use tech in ways that support—not sabotage—their mental health. This is especially relevant as I design educator-facing modules for digital wellness integration.

Al-Mansoori, Al-Thani, and Ali (2023) offer a practical bridge between theory and implementation. Their scoping review synthesizes recent research on digital habits and screen time, providing actionable insights for curriculum developers. I plan to use their recommendations to inform lesson plans that embed digital self-care routines and tech breaks.

Barbezat and Bush (2013), in their seminal work on contemplative practices, remind us that wellness begins with presence. Though published over a decade ago, their insights remain foundational. They advocate for reflection, mindfulness, and emotional awareness—practices that align beautifully with restorative curriculum design.

Finally, König, Jäger-Biela, and Glutsch (2020) examine the stress educators faced during the COVID-19 shift to online teaching. Their study reveals how digital wellness frameworks can buffer against burnout and improve engagement. As I build out my curriculum, I’ll draw on their findings to support both students and teachers navigating hybrid and remote learning.

 Practical Applications

This research has direct implications for my work as an educator and entrepreneur:

• Designing curriculum that includes digital wellness checkpoints and tech-free reflection activities

• Creating professional development workshops on mindful tech use and emotional regulation

• Building equity-focused digital literacy programs for underserved communities

• Informing school policy on restorative digital practices and screen-time boundaries

Just as I once helped clients envision homes that nurtured their lives, I now help educators and students co-create digital environments that nurture their minds. This pivot feels like a natural evolution—one that blends my spatial awareness, strategic planning, and passion for equity into a new kind of blueprint.

References

 Al-Mansoori, R. S., Al-Thani, D., & Ali, R. (2023). Designing for digital wellbeing: From theory to practice. Human Behavior and Emerging Technologies. Designing for Digital Wellbeing: From Theory to Practice a Scoping Review - Al-Mansoori - 2023 - Human Behavior and Emerging Technologies - Wiley Online Library

Barbezat, D. P., & Bush, M. (2013). Contemplative practices in higher education: Powerful methods to transform teaching and learning. Jossey-Bass. Contemplative Practices in Higher Education: Powerful Methods to Transform Teaching and Learning | Wiley

Annotated Bibliography

Solomon, S. (2025, October 22). From properties to possibilities: Designing for digital wellness in education (M5 Blog Post 4). Shaunee’s Corner. Retrieved from https://shauneescorner.blogspot.com/2025/10/from-properties-to-possibilities.html

This blog post explores how digital wellness can be intentionally integrated into curriculum design. Drawing from her background in real estate, Solomon connects the concept of creating supportive physical spaces to building restorative digital environments that promote mindfulness, equity, and well-being. She references several scholarly sources, including Palalas and Doran (2023), Passey (2021), and Al-Mansoori et al. (2023), to discuss frameworks such as DW-FOLD and the role of mindful tech use in preventing burnout. Solomon also outlines practical applications, including curriculum checkpoints for digital wellness and professional development focused on emotional regulation. The post offers a reflective and research-informed perspective that synthesizes theory and practice, making it a valuable resource for educators and curriculum designers seeking to foster balance and intentional technology use in learning spaces.

Palalas, A., & Doran, M. (2023). Digital wellness framework for online learning. Canadian Journal of Learning and Technology, 49(3), 1–25. Retrieved from https://www.cjlt.ca/index.php/cjlt/article/view/28395

This article presents the DW-FOLD framework, which integrates mindfulness principles into online learning design. The authors emphasize how mindful practices and reflective engagement can mitigate cognitive overload and burnout in digital spaces. The framework encourages educators to create environments that foster balance, presence, and emotional regulation. It serves as a foundational source for understanding digital wellness from a pedagogical design perspective, offering a strong theoretical basis for building restorative digital environments that support learner well-being.

Passey, D. (2021). Digital technologies—and teacher wellbeing? Education Sciences, 11(117). https://doi.org/10.3390/educsci11030117

Passey investigates how digital technologies influence teacher well-being, both positively and negatively. Through a synthesis of current studies, he identifies factors contributing to teacher stress, including workload, rapid adaptation, and insufficient training in digital tools. The article argues for targeted professional development to promote healthy, sustainable technology use among educators. It offers a critical perspective on the intersection of technology and mental health in education, especially useful for those developing professional learning modules aimed at supporting teacher resilience.

Al-Mansoori, R. S., Al-Thani, D., & Ali, R. (2023). Designing for digital wellbeing: From theory to practice. Human Behavior and Emerging Technologies. https://doi.org/10.1002/hbe2.378

This scoping review synthesizes recent research on digital habits, screen time, and wellness interventions. The authors analyze over 70 studies to identify actionable strategies that bridge theoretical frameworks with real-world applications, such as digital self-care routines and mindful technology design. This article provides a comprehensive overview of the current landscape of digital wellness research and offers applicable recommendations for curriculum and program developers in educational and organizational settings.

Barbezat, D. P., & Bush, M. (2013). Contemplative practices in higher education: Powerful methods to transform teaching and learning. San Francisco, CA: Jossey-Bass.

Barbezat and Bush explore contemplative practices—such as mindfulness, meditation, and reflection—as transformative tools for education. They argue that cultivating presence and awareness enhances learning, creativity, and emotional balance in both students and teachers. This book provides the philosophical foundation for integrating wellness and mindfulness into education and remains a cornerstone text for understanding the deeper psychological and pedagogical benefits of presence in teaching and learning.

König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19: Teacher stress and coping strategies. European Journal of Teacher Education, 43(4), 1–15. https://doi.org/10.1080/02619768.2020.1809650

This study examines the challenges teachers faced during the transition to online learning amid the COVID-19 pandemic. Using survey data, the authors assess levels of stress, coping mechanisms, and the role of digital competence in teacher adaptation. Their findings highlight the importance of wellness frameworks to support educators in digital environments. This article provides timely empirical evidence linking digital transformation to teacher well-being and is particularly useful for understanding how digital wellness strategies can buffer against burnout and promote sustainable teaching practices.

König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19: Teacher stress and coping strategies. European Journal of Teacher Education, 43(4), 1–15 Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence

Palalas, A., & Doran, M. (2023). Digital wellness framework for online learning. Canadian Journal of Learning and Technology, 49(3), 1–25. Digital Wellness Framework for Online Learning – Canadian Journal of Learning and Technology / Revue canadienne de l'apprentissage et de la technologie – Érudit

Passey, D. (2021). Digital technologies—and teacher wellbeing? Education Sciences, 11(117)Digital Technologies—And Teacher Wellbeing?