Buffering digital risk: the moderating role of education in the ICT–suicide mortality interface

Abstract

The expansion of education and the rapid advancement of Information and Communication Technology (ICT) have fundamentally reshaped the socioeconomic determinants of mental health. However, the complex interplay between these two forces in shaping suicidal behavior remains underexplored. This paper empirically examines the independent and interactive effects of education and ICT on suicide rates, utilizing a panel dataset of 59 countries spanning the period 2001 to 2020. Employing the Driscoll–Kraay fixed effects estimator, we find a significant “protective synergy” whereby the interaction between educational attainment and ICT development lowers suicide rates. We posit that education functions as a critical buffer. It equips individuals to mitigate risks such as algorithmic entrapment and information overload while simultaneously facilitating the proactive use of digital tools for psychosocial support. These findings underscore the necessity of integrating digital resilience and critical digital literacy training into educational systems. We therefore advocate for policy strategies that harness this education–ICT synergy to transform digital platforms from potential psychological stressors into accessible resources for mental health intervention.