Application of systems analysis to identify and reduce information overload in university students

The digitalization of education has intensified information overload, adversely affecting students’ academic performance and mental well-being. This article conceptualizes overload as a systemic dysfunction, drawing on general systems theory and cognitive load theory. The shift to remote learning during the COVID-19 pandemic has further exacerbated the issue, including the phenomenon of "Zoom fatigue." The paper outlines strategies to reduce overload through digital environment optimization, improved content structuring, and the development of self-regulation skills. It emphasizes the need for an integrated, multi-level approach to foster a more resilient and sustainable educational system.