en <span style=font-size:11pt><span style=text-justify:inter-ideograph><span style=line-height:normal><span style=font-family:Calibri,sans-serif><b><span style=font-size:10.0pt><span cambria= style=font-family:><span style=color:#4f81bd>Aims:</span></span></span></b> <span style=font-size:10.0pt><span cambria= style=font-family:>This study aimed to investigate the effectiveness of a digital-based mental health promotion in enhancing students’ academic integrity in the digital age. Strengthening positive mental health and self-regulation as preventive strategies against dishonest academic behavior was the main focus of the intervention.</span></span></span></span></span></span><br> <span style=font-size:11pt><span style=text-justify:inter-ideograph><span style=line-height:normal><span style=font-family:Calibri,sans-serif><b><span style=font-size:10.0pt><span cambria= style=font-family:><span style=color:#4f81bd>Materials & Methods:</span></span></span></b> <span style=font-size:10.0pt><span cambria= style=font-family:>This study employed a quantitative approach and a quasi-experimental pre-test-post-test control group design. The subjects were 60 students enrolled in STIKes Budi Mulia Sriwijaya’s Diploma III Midwifery Study Program (semesters 3 and 5). They were randomly divided into an experimental group (n=30) and a control group (n=30). While the control group received similar material through conventional methods, the experimental group participated in three digital media-based sessions (academic stress education, time management, and adaptive coping mechanisms) that promoted mental health. The Mental Health Positive Scale, Self-Regulation Scale, and Academic Integrity Scale were among the tools used. </span></span></span></span></span></span><br> <span style=font-size:11pt><span style=text-justify:inter-ideograph><span style=line-height:normal><span style=font-family:Calibri,sans-serif><b><span style=font-size:10.0pt><span cambria= style=font-family:><span style=color:#4f81bd>Findings:</span></span></span></b> <span style=font-size:10.0pt><span cambria= style=font-family:>The experimental group outperformed the control group in all parameters, demonstrating a large Cohen’s d effect size across all three parameters (p<0.001). The digital intervention was more effective in enhancing students’ mental health, self-regulation, and academic integrity.</span></span></span></span></span></span><br> <b><span style=font-size:10.0pt><span style=line-height:107%><span cambria= style=font-family:><span style=color:#4f81bd>Conclusion:</span></span></span></span></b><span style=font-size:10.0pt><span style=line-height:107%><span cambria= style=font-family:> Digitally-based mental health promotion is an effective and preventive approach for fostering students’ academic integrity, particularly in overcoming the challenges of pressure and learning disruptions in the digital age.</span></span></span> Students,Learning,Self-Regulation,Mental Health, 511 519 http://hehp.modares.ac.ir/browse.php?a_code=A-10-91103-1&slc_lang=en&sid=4