Purpose: WhatsApp is used for academic communication but can lead to distraction and lower productivity. This study examined the effectiveness of cognitive-behavioral therapy for internet addiction (CBT-IA) in reducing the negative effects of WhatsApp use among social work students at Sultan Qaboos University, Oman. Method: A quantitative, quasi-experimental design with pre- and post-test measures was employed during the 2023–2024 academic year. Thirty-four students were divided into experimental and control groups. The intervention was delivered over 24 sessions in three stages to improve students’ digital habits. Results: The results showed a significant reduction in WhatsApp use (p < .001), improved academic focus (p < .001), and healthier digital behaviors in the experimental group, while no significant changes were observed in the control group. Post-intervention comparisons revealed differences between groups. Discussion: The findings suggest that CBT-IA may help students manage digital distractions and develop healthier digital habits in educational contexts.
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