The project "Training for digital stress competence in the form of a web-based app (TRIGS)" is a partnership of six European partners in adult education that contributes to achieving the goals of Europe 2020 and ET 2020: The ability to be self-determined, vigilant and responsible towards one's own habits in dealing with digital media and to develop corresponding self-discipline is a declared goal. Although in discussions with friends and acquaintances digital stress and increasingly existing (social) constraints are being discussed and complained about, there is only slow movement from the direction of research, politics and educational practice. The University of Mainz as well as the Hans Böckler foundation confirms this subjective impression with recent studies, which show that the daily use of digital content can be a source of stress in everyday life. Activity in social networks seems to create a particularly strong sense of commitment and social pressure to be immediately accessible at all times. The "Internet multitasking”, in which activities are carried out simultaneously offline and online, is also regarded as a source of stress, according to the findings. A major European study by the YouGov opinion research institute shows that we are dealing here with problems that are of importance throughout Europe and will continue to occupy us for a long time. According to this study, subjectively perceived stress is increasing among 18-30 year-olds in Europe, who also report that they are experiencing direct or indirect consequences such as inner restlessness, depression and burnout. Since social pressure and the fear of missing out was the most frequent reason given, why so many users are online all the time, it is necessary to start right here. The key to this is stress competence. It needs development and promotion. However, this is only possible if the individual has recognized how digitization affects him or her and how it influences his or her actions. This requires appropriate information and a well-structured training. This combination cannot be found in Europe. In a consortium consisting of IT, BG, GR, SI and DE, we take up this sustainable educational task with the involvement of policymakers and municipalities, adopting a two-pronged strategy: on the one hand, it is based on imparting instrumental skills and on the other hand, it is based on an active and reflective approach. The declared aim is to combine the two and integrate them into the context of adult education. The research situation and experience in Europe are different, which is why we need transnational learning in professional exchange. The professionalism of the cooperation is demonstrated by the result of "TRIGS" in the form of a multilingual (6 languages), web-based app for the promotion of digital stress competence with the following contents and features. *Self-reflection tools for the analysis of stress-relevant aspects *Exercises for the promotion of biopsychosocial stability *Questionnaire for change measurement and personal state assessment *interactive guideline for the promotion of self-discipline. *Direct intervention: change of skills, behaviour & conditions *analysis and insight: selective collection and evaluation of health-related information (e. g. symptom checker) *indirect intervention, promotion of self-efficacy: continuous collection and evaluation of learning-related information (e. g. learning of new skills, behaviour and conditions by means of digital diaries). The app is tested in schools, companies and multi-generational houses with at least 100 adults of all ages in 5 countries and is used as an open educational resource. The development of the "TRIGS" app is an attractive response to a global problem and strengthens the pedagogical, political and self-responsibility of all generations in Europe in the self-determined use of digital media.
The aim of the project is to improve the digital stress competence of adults in Europe. With the digistress app, we provide information on the development of digital stress and how to better deal with it, as well as practical exercises on a multimodal level. This means that users can select exactly the content they need for the further development of their individual stress competence in the app: a personal inventory helps to identify the weak points in the disciplined use of digital media and in one's own stress competence, and diverse suggestions on a biological, (psycho-)social and cognitive level support the users in the development of digital stress competence. The partner organisations are experienced in the dissemination of outputs and products and can thus reach a broad target group. An in-depth testing of the app in all partner countries brought first positive results, and continuous positive feedback from the participants in the different project phases showed the importance of the topic and the successful implementation.
The progressive digitalisation of all areas of life opens up seemingly limitless possibilities and offers opportunities. However, for more and more people it leads to the fear of missing out or the pressure to be constantly reachable, and thus to digital stress. The University of Mainz and the Hans Böckler Foundation have now confirmed this subjective impression in recent studies that show that the daily use of digital content can be a source of stress in everyday life. Activity in social networks seems to create a particularly strong feeling of obligation or social pressure to always and immediately be available. According to the findings, the now common "internet multitasking", in which activities are carried out offline and online simultaneously, is also considered a source of stress. During the implementation of the project, it became clear again and again how important and topical the issue is: in all project phases, the participants reported their own experiences with digital stress and welcomed the project goals and activities.
The project "Training for digital stress competence in the form of a web-based app (TRIGS)" is a partnership of six European partners in adult education that contributes to achieving the goals of Europe 2020 and ET 2020: The ability to be self-determined, vigilant and responsible towards one's own habits in dealing with digital media and to develop corresponding self-discipline is a declared goal. Although in discussions with friends and acquaintances digital stress and increasingly existing (social) constraints are being discussed and complained about, there is only slow movement from the direction of research, politics and educational practice. The University of Mainz as well as the Hans Böckler foundation confirms this subjective impression with recent studies, which show that the daily use of digital content can be a source of stress in everyday life. Activity in social networks seems to create a particularly strong sense of commitment and social pressure to be immediately accessible at all times. The "Internet multitasking”, in which activities are carried out simultaneously offline and online, is also regarded as a source of stress, according to the findings. A major European study by the YouGov opinion research institute shows that we are dealing here with problems that are of importance throughout Europe and will continue to occupy us for a long time. According to this study, subjectively perceived stress is increasing among 18-30 year-olds in Europe, who also report that they are experiencing direct or indirect consequences such as inner restlessness, depression and burnout. Since social pressure and the fear of missing out was the most frequent reason given, why so many users are online all the time, it is necessary to start right here. The key to this is stress competence. It needs development and promotion. However, this is only possible if the individual has recognized how digitization affects him or her and how it influences his or her actions. This requires appropriate information and a well-structured training. This combination cannot be found in Europe. In a consortium consisting of IT, BG, GR, SI and DE, we take up this sustainable educational task with the involvement of policymakers and municipalities, adopting a two-pronged strategy: on the one hand, it is based on imparting instrumental skills and on the other hand, it is based on an active and reflective approach. The declared aim is to combine the two and integrate them into the context of adult education. The research situation and experience in Europe are different, which is why we need transnational learning in professional exchange. The professionalism of the cooperation is demonstrated by the result of "TRIGS" in the form of a multilingual (6 languages), web-based app for the promotion of digital stress competence with the following contents and features. *Self-reflection tools for the analysis of stress-relevant aspects *Exercises for the promotion of biopsychosocial stability *Questionnaire for change measurement and personal state assessment *interactive guideline for the promotion of self-discipline. *Direct intervention: change of skills, behaviour & conditions *analysis and insight: selective collection and evaluation of health-related information (e. g. symptom checker) *indirect intervention, promotion of self-efficacy: continuous collection and evaluation of learning-related information (e. g. learning of new skills, behaviour and conditions by means of digital diaries). The app is tested in schools, companies and multi-generational houses with at least 100 adults of all ages in 5 countries and is used as an open educational resource. The development of the "TRIGS" app is an attractive response to a global problem and strengthens the pedagogical, political and self-responsibility of all generations in Europe in the self-determined use of digital media.