Abstract
The article presents the results of a methodological study focused on systematizing lecture-based and practical teaching methods for the prevention of cyber-communication addiction among students of higher education institutions. Our research methodology is based on a systematic analysis and overview of classic educational theories (such as constructivism, social learning theory, and self-determination theory), a critical review of recent research on digital addiction (2010–2025), as well as the design of an integrated theoretical model. A justification is provided for the effectiveness of traditional lectures in behavioral change; suitable lecture formats (problem-based, visualized, dialogic, and expert-led) identified and structured; required practical methods (case studies, role-playing, self-regulation training, and project-based tasks) are identified; an integrated pedagogical model for the prevention of cyber-communication dependence (IPM-CCDP), including cognitive, behavioral, reflective, and project-based components, is designed based on this review. In the context of the digital transformation of education, the problem of cyber-communication addiction requires a comprehensive pedagogical approach that combines traditional teaching formats with interactive, practice-oriented methods. This study shows effective cybercommunication addiction prevention requires transformation of the student's role from a passive recipient of information to an active participant responsible for their own digital well-being. The novelty of the study is the systematic integration of pedagogical methods and their theoretical foundations by combining classical pedagogical theories with Griffiths’s additive model of addiction.