1Research Scholar, Department of English, SASTRA University – 613401, INDIA.
https://orcid.org/0009-0007-4261-4659
2*Assistant Professor, Department of English, SASTRA University – 613401, INDIA. (Corresponding Author)
This paper examines the pedagogical relevance of bibliotherapy within the framework of medical and health humanities as a reflective response to digitally mediated cognitive and behavioural challenges in contemporary learners. Drawing on humanities-based reading practices, the study positions structured reflection as an educational strategy that enhances self-awareness, ethical sensitivity, and attitudinal orientation toward responsible digital engagement. The proposed bibliotherapy-based pedagogical model is conceptually aligned with India's National Medical Commission's competency-oriented educational principles, emphasising reflection, communication, and professional values. Methodologically, the paper integrates reflective writing, guided reading, and thematic interpretation to demonstrate how narrative engagement can translate abstract competencies into lived learning experiences. The analysis foregrounds meaning-making and introspection as core mechanisms of change. By situating bibliotherapy within formal curricular discourse, the study challenges the marginalisation of humanities in health education. Overall, the paper argues that bibliotherapy offers a feasible, theoretically grounded, and pedagogically robust approach for integrating digital wellbeing and professional formation in academic settings.
Keywords: Bibliotherapy, Medical humanities, Digital wellbeing, Reflective learning, Ethical sensitivity, Health sciences education.
How to cite this article: Kirubakaran S, Chinnadurai T. Aetcom-Aligned Bibliotherapy As A Pedagogic Intervention For Digital Well-Being. Int J Drug Deliv Technol. 2026;16(7s): 571-573; DOI: 10.25258/ijddt.16.7s.60
Source of support: None
Conflict of interest: None