This study explored how developing digital literacy skills could influence digital self-efficacy, cognitive load, mindfulness, and productivity among Generation Z college students in Karachi, Pakistan, using the Pauseitive app. With digital tools playing an ever-growing role in education, understanding their impact on students' mental processes and well-being is crucial. The study utilized a pre-post and true-experimental design, which divided participants into two groups (N = 60). One group received both awareness training and digital survival tools training with the Pauseitive app, while the other received only the digital survival tools training (Pauseitive app). Although the study did not find statistically significant changes across all areas, there were some encouraging trends, particularly in boosting mindfulness and digital self-efficacy. These findings suggest that while the Pauseitive app shows promise, its effects might not be strong enough yet to reach clear conclusions. Future research should explore different dependent variables and refine intervention methods to enhance the app's effectiveness. Additionally, considering larger and more diverse groups of students would provide a deeper understanding of how digital literacy tools can be better utilized in educational settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]