The unprecedented ubiquity of digital technologies in contemporary educational environments has catalyzed a paradigm shift that, while enhancing pedagogical possibilities, concomitantly engenders profound psychosocial vulnerabilities among student populations, notably manifesting as digital addiction. This article rigorously interrogates the multifaceted phenomenon of digital addiction within the student demographic, foregrounding the exigent necessity for early detection and preventive interventions that are simultaneously cognizant of legal, ethical, and educational imperatives.

Situated within the contextual realities of Romanian educational institutions—specifically the empirical milieu of ASE București—and enriched by an exhaustive synthesis of international scholarly discourse, this research elucidates the nuanced legal and ethical quandaries posed by digital addiction prevention strategies. It critically assesses the adequacy of extant legal frameworks in safeguarding student welfare without encroaching upon individual rights and digital freedoms, while simultaneously exploring the ethical tensions inherent in surveillance, data privacy, and the pedagogical duty of care. The article advances the premise that efficacious prevention mandates a harmonized integration of legal mandates with educational praxis, fostering digital literacy and resilience through proactive, evidence-based curricula.

Methodologically, the study employs a robust mixed-methods design, incorporating quantitative analyses derived from psychometric assessments of student digital engagement patterns alongside qualitative data harvested through interviews and focus groups with educators, legal experts, mental health professionals, and students. This multidimensional approach facilitates a granular understanding of risk factors, early symptomatology, and contextual moderators influencing digital addiction trajectories, thus informing the development of tailored intervention models.

Key findings substantiate the critical role of interdisciplinary collaboration in designing early detection protocols that are ethically sound, legally compliant, and pedagogically effective. Moreover, the research identifies systemic challenges, including educational policy gaps, variable educator preparedness, and socio-cultural disparities influencing digital addiction prevalence and prevention efficacy. The article proposes an innovative, multilayered prevention framework encompassing legislative advocacy, curriculum reform, educator training, and psychoeducational support systems, thereby enabling a holistic response to digital addiction that aligns with international human rights standards and educational equity principles.

In conclusion, this study significantly advances theoretical and practical knowledge on digital addiction prevention in student populations by foregrounding the intricate legal, ethical, and educational dimensions imperative for sustainable intervention. It offers strategic, empirically substantiated recommendations for policymakers, educational practitioners, and legal authorities aimed at cultivating digitally literate, psychologically resilient students equipped to navigate the complex challenges of digital immersion in the 21st century.

Keywords: Legal literacy and gambling prevention, adolescent addiction education, preventive education strategies, socio-legal empowerment, digital gambling risk mitigation.