Article Abstract

The increasing integration of internet-based technologies into everyday life has transformed the way individuals learn, communicate, and engage socially. Among those most affected are prospective teachers who not only rely heavily on digital tools for academic purposes but are also expected to model responsible technology use. This study investigates the level of internet addiction among prospective teachers in North 24 Parganas district of West Bengal, focusing on differences based on gender and location of residence. Using a descriptive survey design, data were collected from 100 teacher trainees selected through simple random sampling. The Internet Addiction Test (IAT) developed by Dr. Kimberly S. Young (1998) was employed as the assessment tool. Statistical analysis using the t-test revealed a significant difference in internet addiction between male and female prospective teachers, with males exhibiting higher levels of addiction. However, no significant difference was found based on location of residence (rural vs. urban). The findings suggest a need for digital wellness programs within teacher education to foster balanced and mindful internet usage among future educators. This is vital for ensuring the psychological well-being and pedagogical readiness of teachers in a digitally driven educational landscape.
Keywords: Digital Wellness, Gender Difference, Internet Addiction, Prospective Teachers, Teacher Education