Abstract: The rapid integration of digital technologies in educational contexts presents a paradoxical challenge: while technology-enabled learning (TEL) offers unprecedented access and personalization, it simultaneously introduces significant threats to learner well-being through attention fragmentation, cognitive overload, and blurred boundaries. This paper examines how Human-Computer Interaction (HCI) principles can mediate this tension by designing learning environments that actively promote digital well-being. We argue that effective TEL must transcend mere functionality to incorporate intentional design strategies that foster focus, metacognitive awareness, and sustainable engagement patterns. Through analysis of current implementations and proposed design frameworks, we demonstrate how HCI can shift from creating addictive interfaces to cultivating mindful learning habits. The paper concludes with practical design protocols for educators and developers seeking to align technological affordances with human cognitive and emotional needs in educational settings.

Keywords: Digital Well-being, Technology-Enabled Learning (TEL), Human-Computer Interaction (HCI), Mindful Design ,Cognitive Load , Attention Regulation ,Metacognition.

Downloads: | DOI: 10.17148/IARJSET.2026.13114