Abstract
Health literacy and digital wellbeing are important components of students' personal and professional success. With the rapid digitalization of the educational space, special attention is paid to the study of factors affecting mental health, social adaptation, and academic performance. The present empirical study aims to analyze the relationships between the level of eHealthliteracy, Internet addiction, subjective well-being, and academic achievement of students. The study involved 351 students of Kazakhstani universities. The eHealth Literacy Scale (eHEALS), the IDS-15 Internet Addiction Scale, the Processes of Well-Being Questionnaire (WPQ), and the grade point average (GPA) were used as diagnostic tools. The theoretical framework was the DRIVE model, which reflects the influence of educational requirements, resources, and individual characteristics. Statistical analyses (correlation, variance, regression) showed that eHealth literacy was positively related to well-being, coping strategies, and academic performance, whereas Internet addiction predicted academic stress, cognitive problems, and decreased social adaptability. The findings underscore the relevance of programs to promote digital literacy and prevent Internet addiction in university settings.