INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XVII November 2025| Special Issue on Psychology  
The Influence of Emotional Intelligence, Resilience, and Digital  
Social Support on Risky Drug Abuse Behaviors among TVET  
Students in Malaysian Higher Education Institutions  
Norismaliza Ismail., Siti Sarawati Johar  
Centre for General Studies and Cocurricular, Universiti Tun Hussein Onn Malaysia  
DOI: https://doi.org/10.47772/IJRISS.2025.917PSY0077  
Received: 02 December 2025; Accepted: 07 December 2025; Published: 22 December 2025  
ABSTRACT  
Technical and Vocational Education and Training (TVET) is an essential sector in developing a skilled  
workforce. This study examines the influence of emotional intelligence, resilience, and digital social support on  
risky drug abuse behaviors among TVET students in Malaysian higher education institutions. In today’s digital  
era, technology-based learning environments significantly affect students’ psychological and social well-being,  
particularly in the prevention of risky behaviors. A systematic literature review (SLR) was conducted following  
the PRISMA 2020 guidelines, synthesising 20 peer-reviewed journal articles published between 2020 and 2024.  
The findings indicate that emotional intelligence plays a crucial role in impulse control, stress management, and  
healthy decision-making, while resilience functions as a protective factor against academic and social pressures  
that may lead to drug misuse. Digital social support demonstrates a dual effect, strengthening psychological  
well-being when online interactions are positive and supportive, but increasing risk when students are exposed  
to content normalizing substance use or negative social pressure. Institutional factors such as anti-drug policies,  
digital literacy, and lecturers’ emotional competencies were also identified as contributing elements influencing  
TVET students’ behaviors. This study proposes an integrative conceptual framework to develop interventions  
grounded in emotional intelligence, resilience, and digital social support within the TVET education system,  
highlighting the importance of institutional policies, emotional-digital literacy programmes, and holistic  
psychosocial support approaches in reducing the risk of drug abuse among TVET students.  
Keywords: Emotional Intelligence, resilience, digital social support, risky behavior, drug abuse, tvet students,  
PRISMA 2020.  
INTRODUCTION  
The development of digital technology has profoundly changed the way students interact, learn, and build social  
relationships. The intensive use of social media, mobile devices, and digital-based learning platforms also has a  
significant impact on students' psychological well-being. International studies show a consistent relationship  
between excessive digital use and psychological stress, emotional instability, and symptoms of mental health  
problems (Smith et al., 2022; Lee & Chen, 2023). This stress not only affects academic performance but also the  
social well-being and overall psychological development of students. In the Malaysian context, the use of digital  
technology among TVET students is increasing, especially in self-directed learning, communication, and social  
interaction. Local studies have linked high digital exposure with low levels of emotional intelligence, less  
effective emotional regulation, and increased academic stress (Abdul Rahman et al., 2022; Lim & Tan, 2023).  
Additionally, issues of cyberbullying and peer pressure in the digital environment also pose risks to students'  
psychological well-being and potentially increase risky behaviors, including drug abuse (Gey et al., 2024).  
Emotional intelligence is a critical independent variable as it enables students to identify, understand, and  
manage their own emotions as well as those of others. A high level of emotional intelligence can enhance  
students' ability to make healthy decisions and reduce the tendency for impulsive actions. Furthermore, resilience  
serves as an important mediating variable in the relationship between emotional intelligence and risky behavior.  
Resilience enables students to adapt, overcome academic and social pressures, and thereby reduce the risk of  
involvement in risky behaviors, including drug abuse. Digital social support, in turn, acts as a moderating  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XVII November 2025| Special Issue on Psychology  
variable that can potentially strengthen or weaken the relationship between emotional intelligence, resilience,  
and risky behavior. Positive digital social support—from online peers, digital community support platforms, or  
social interactions via digital networks—can enhance students' psychological well-being. Conversely, negative  
digital social support, such as exposure to the normalization of substance abuse online, can increase the risk of  
risky behavior. Although many previous studies have examined Emotional Intelligence, Resilience, and Digital  
Social Support separately, there is still a lack of research that integrates these three constructs in the context of  
TVET students in Malaysia. This gap emphasizes the need to conduct a Systematic Literature Review (SLR) to  
comprehensively synthesize evidence and build a robust conceptual framework for educational intervention  
purposes. Therefore, this study aims to provide a comprehensive evidence base for the development of  
interventions based on Emotional Intelligence, Resilience, and Digital Social Support. Specifically, this is in an  
effort to reduce the risk of drug abuse among TVET students in Malaysian higher education institutions.  
BACKGROUND OF THE STUDY  
The problem of drug abuse among higher education students is an increasingly concerning issue with a direct  
impact on the psychological, social, and academic well-being of students (AADK, 2024). In the context of  
students at TVET institutions, high academic loads, the need for technical skills, and more complex social  
environmental challenges make them more vulnerable to deviant behaviors, including drug abuse. This symptom  
often leads to a decline in academic performance, disciplinary problems, emotional disturbances, and personality  
instability in students. Early signs such as truancy, emotional stress, depression, and involvement in risky social  
activities have also been identified as triggers for the tendency towards drug abuse (Amin Al-Haadi, Abdullah,  
& Rahman, 2023). Global trends also show an increase in substance abuse among adolescents and students in  
educational institutions due to academic pressure, social loneliness, easy access to illicit substances, and peer  
influence (WHO, 2023; United Nations Office on Drugs and Crime, 2024). In Malaysia, a report by the National  
Anti-Drug Agency (AADK, 2024) shows an increasing pattern of drug abuse among young people, including  
TVET students, contributed by unstable emotional factors, family stress, and the influence of digital media. In  
an educational environment that is increasingly shifting towards digital and technology-based learning, the forms  
of social interaction among students have also changed. Online learning and the use of digital platforms demand  
a level of emotional maturity and the ability of students to adapt to new learning norms. Students with high  
emotional intelligence are reported to be more capable of managing academic stress, understanding their own  
emotions, controlling impulses, and resolving conflicts in virtual environments (Mohd Shamsuri Md Saad,  
Rahim, & Sani, 2025; Petrides, Mikolajczak, Mavroveli, & Sanchez-Ruiz, 2022). This makes emotional  
intelligence an important factor in preventing involvement in risky behaviors. At the same time, resilience is  
identified as a psychological mechanism that enables students to effectively overcome academic and social  
challenges. A study by Gey, Yap, and Leow (2025) shows that resilience acts as a mediator in the relationship  
between emotional intelligence and academic stress; students with high emotional intelligence tend to build  
strong resilience, which in turn helps them cope with stress and avoid risky behaviors. International studies also  
support these findings, where resilience significantly reduces the tendency towards substance abuse among  
adolescents and students (Fergus & Zimmerman, 2022; Zimmerman, 2021). Furthermore, digital social support  
is becoming an increasingly important element in students' lives, especially after the major shift to online  
learning post-pandemic. Digital social support encompasses positive interactions through social media  
platforms, virtual learning groups, peer networks, and online support communities. Studies have found that  
positive digital social support can enhance psychological well-being, increase academic motivation, and help  
students reduce stress (Tan & Low, 2022; Zhang, Liu, & Wong, 2024). However, digital social support also has  
negative potential when students are exposed to the normalization of deviant behavior, virtual peer pressure, or  
harmful content related to drugs and illicit substances (Lee & Chen, 2023; Kim & Park, 2024). Given the existing  
literature gap, research on the simultaneous relationship between emotional intelligence, resilience, and digital  
social support on risky drug abuse behavior among TVET students is still limited in Malaysia. Most studies  
evaluate these variables separately, without considering the complex interaction between the three in the context  
of today's digital learning. Therefore, this study was conducted to assess the influence of emotional intelligence,  
resilience, and digital social support on risky drug abuse behavior among TVET students in Malaysian higher  
education institutions. This study also tests the role of resilience as a mediating variable and digital social support  
as a moderating variable in that relationship. Through this systematic and analytical approach, the findings are  
expected to contribute to the development of evidence-based intervention modules that are holistic to help TVET  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XVII November 2025| Special Issue on Psychology  
institutions implement more effective and strategic psychosocial intervention programs to curb the issue of drug  
abuse among students. The digital transformation in technical and vocational education (TVET) has completely  
reshaped the way students learn, interact with peers, and maintain their psychological and social well-being.  
Although digital technology provides more flexible and interactive learning opportunities, it also brings  
challenges such as emotional stress, peer influence on digital platforms, and an increased risk of involvement in  
risky behaviors, including drug abuse. Accordingly, this systematic literature review was conducted to synthesize  
the latest empirical evidence and support the development of evidence-based educational interventions. The  
objectives of this study are:  
1. To determine the level of emotional intelligence, resilience, and digital social support among TVET students  
in higher education institutions in Malaysia.  
2. To evaluate the relationship between emotional intelligence, resilience, and digital social support with risky  
drug abuse behavior among TVET students.  
3. To analyze the influence of emotional intelligence on risky drug abuse behavior through the role of resilience  
as a mediating variable.  
4. To test the effect of digital social support as a moderating variable in the relationship between resilience and  
risky drug abuse behavior.  
5. To test the mechanism of the emotional intelligence competency model in the formation of resilience and  
digital social support as a basis for drug abuse risk intervention.  
Problem Statement  
Drug abuse among higher education students is an increasingly acute social and educational issue, with a direct  
impact on the psychological, social, and academic well-being of students (AADK, 2024; WHO, 2023). In the  
context of technical and vocational education (TVET), high academic pressure, complex social challenges, and  
exposure to social norms through digital networks increase students' vulnerability to risky behaviors, including  
drug abuse (Amin Al-Haadi et al., 2023; Lee & Chen, 2023). Emotional intelligence has been identified as an  
important factor in helping students identify, understand, and manage their own emotions as well as those of  
their peers, thereby supporting healthy decision-making and stress management (Petrides et al., 2022; Mohd  
Shamsuri Md Saad et al., 2025). However, empirical evidence combining emotional intelligence with resilience  
and digital social support as protective factors against risky behavior is still limited in the context of TVET  
students in Malaysia. Previous studies have shown that students with high resilience are better able to manage  
academic and social stress, but the role of resilience as a mediator in the relationship between emotional  
intelligence and risky behavior has not been widely explored (Gey, Yap, & Leow, 2025). Furthermore, the use  
of digital platforms and social media creates new forms of social support that can be either positive or negative.  
Positive digital social support can enhance students' psychological well-being and strengthen resilience, while  
negative influences such as peer pressure or the normalization of substance use can increase the risk of risky  
behavior (Zhang, Liu, & Wong, 2024; Kim & Park, 2024). This research gap clearly shows a lack of studies that  
integrate the three constructs—emotional intelligence, resilience, and digital social support—simultaneously in  
the context of TVET in Malaysia. This limitation hinders the development of evidence-based educational  
interventions that can address the issue of drug abuse holistically and effectively. Therefore, this study was  
conducted to assess the influence of these three factors on risky drug abuse behavior, as well as to evaluate the  
mediating and moderating roles in that relationship, with the aim of providing a basis for the development of a  
comprehensive intervention framework.  
METHODOLOGY OF LITERATURE REVIEW  
This study employs a Systematic Literature Review (SLR) approach to assess the influence of emotional  
intelligence, resilience, and digital social support on risky drug abuse behavior among TVET students in  
Malaysian higher education institutions. The SLR approach was chosen to ensure a comprehensive, transparent,  
and replicable synthesis of evidence, in line with the PRISMA 2020 guidelines. This study evaluates peer-  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XVII November 2025| Special Issue on Psychology  
reviewed journal articles published between 2020 and 2024, focusing on interventions and factors that support  
student well-being in a digital learning environment.  
A. Review Protocol This study follows a structured Systematic Literature Review (SLR) approach guided by the  
PRISMA 2020 guidelines, to ensure a transparent, replicable, and comprehensive review process of the latest  
empirical evidence related to emotional intelligence, resilience, digital social support, and risky drug abuse  
behavior in the context of TVET students at Malaysian Higher Education Institutions. The quality assessment of  
the studies used the Joanna Briggs Institute (JBI) Critical Appraisal Tools to identify the risk of bias and  
methodological limitations in the synthesized articles. The review phase covers the period from January 2020 to  
October 2024, in line with the latest developments in research on psychosocial and digital factors in drug abuse  
prevention. The article search process focused on the context of TVET students, university students, and young  
people, specifically in the domains of emotional intelligence, resilience, digital social support, and interventions  
related to drugs or risky behavior. The databases used included Scopus, SpringerLink, Taylor & Francis Online,  
and Google Scholar, in addition to additional references through the citation chaining method. The search process  
identified a total of 412 initial records, namely Scopus (148), SpringerLink (96), Taylor & Francis (71), Google  
Scholar (97), and manual references (0), before the screening and deduplication steps were carried out (refer to  
Table 1). After deduplication, 301 articles were screened based on title and abstract. Of this number, 52 articles  
proceeded to full-text evaluation, and 20 studies met the inclusion criteria for analysis in the final synthesis.  
Table 1 Below Summarizes the Main Search Log of This Study.  
Source  
Records Identified  
Scopus  
148  
96  
71  
97  
0
SpringerLink  
Taylor & Francis  
Google Scholar  
Manual citation chaining  
Total  
412  
Figure 1 shows the flow of the study process from the identification stage to the final inclusion using the  
PRISMA2020 format. This diagram explains the databases used, the number of records found, duplicate records  
removed, records excluded at the screening stage, and the number of studies finally selected for analysis. The  
purpose of this diagram is to ensure that the study selection process is carried out transparently and can be  
replicated by other researchers. Although most of the synthesized studies were published between 2021 and  
2024, the search scope still covers the period 2020 to 2024 to ensure comprehensive coverage of recent literature  
related to emotional intelligence, resilience, digital social support, and risky drug abuse behavior among higher  
education and TVET students. Studies published before 2021 or not directly related to psychological variables  
or substance abuse behavior were excluded at the eligibility stage. Overall, 20 studies were included in the final  
synthesis.  
Fig. 1 PRISMA 2020 flow diagram (n included = 20)  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
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The conceptual map in Figure 2 in this study shows the relationship between the three main variables: Emotional  
Intelligence (EI), Resilience (RE), and Digital Social Support (DSS), with Risky Drug Abuse Behavior (RDAB)  
among TVET students at Malaysian Higher Education Institutions. EI acts as an independent variable that  
directly influences RDAB, while RE serves as a mediator that explains the mechanism of this relationship. DSS,  
in turn, functions as a moderator that strengthens or weakens the effect of EI on RDAB. This framework provides  
a strong theoretical basis for hypothesis development, instrument selection, and quantitative research design.  
Risky Drug Abuse Behaviors  
Figure 2 This conceptual diagram shows the relationship between the variables in the study titled: The Influence  
of Emotional Intelligence, Resilience, and Digital Social Support on Risky Drug Abuse Behavior among TVET  
Students in Malaysian Higher Education Institutions  
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Figure 3 shows the distribution of research designs for the 20 synthesized studies, covering cross-sectional,  
correlational, longitudinal, and mixed-method studies. This diversity of designs indicates that this review  
synthesis is based on varied yet complementary sources of evidence. Quantitative designs provide an empirical  
picture of the relationship between emotional intelligence, resilience, and digital social support, while other  
designs contribute to contextual understanding and mechanisms related to risky drug abuse behavior among  
TVET students.  
Figure 4 shows that the studies included in this synthesis are concentrated between 2023 and 2024, with only a  
small number of studies conducted between 2020 and 2022. This emphasis on recent studies is important to  
ensure that conclusions reflect the current situation, especially since digital platforms and the learning  
environment among TVET students are constantly changing and evolving rapidly.  
Search Strategy  
To ensure a comprehensive and focused literature synthesis, this study used search limits covering the publication  
year between 2020 and 2024, the English language, and the population of higher education students, specifically  
TVET students. A maximum limit of fifteen studies was set to allow for a more in-depth synthesis and focus on  
factors relevant to the study variables. Inclusion criteria were set to include studies that examine student well-  
being, mental health, engagement, sense of belonging, resilience, learning performance, or risky behavior,  
including drug abuse, in a digital or online context in higher education institutions. Eligible studies were those  
that reported primary or secondary evidence suitable for synthesis, including randomized controlled trials, cross-  
sectional studies, systematic reviews, meta-analyses, or scoping reviews. Additionally, included studies needed  
to provide findings relevant to the variables of emotional intelligence (EI), resilience (RE), digital social support  
(DSS), and risky drug abuse behavior (RDAB). Exclusion criteria, on the other hand, included studies that  
focused on pre-tertiary populations, did not report empirical or review-based findings, were unrelated to the EI,  
RE, DSS, or RDAB variables, and opinion articles without a clear methodology. The study screening process  
was conducted in two stages. In the first stage, the title and abstract of each record were reviewed to assess  
suitability against the inclusion and exclusion criteria. The second stage involved a full-text evaluation of the  
provisionally approved studies to ensure relevance, quality, and the feasibility of the findings for extraction.  
Quality assessment was conducted using the Joanna Briggs Institute (JBI) Critical Appraisal Tools, appropriate  
to each study's design, and any disagreements were resolved through discussion among the researchers. Figure  
1 presents the PRISMA 2020 flow from identification, screening, eligibility assessment, to inclusion, where a  
total of 20 studies met the criteria for analysis in the final synthesis. For each included study, bibliographic  
information, study design, sample or scope, results, and key findings were extracted in the data extraction and  
synthesis phase. The study findings were then analyzed and combined into themes and sub-themes related to EI,  
RE, DSS, and RDAB. This synthesis is also complemented by a descriptive mapping of study designs and  
publication years, as shown in Figure 3 and Figure 4, to provide a comprehensive overview of recent evidence  
and the mechanisms of the relationship between emotional intelligence, resilience, digital social support, and  
risky drug abuse behavior among TVET students.  
Limitations Of The Review  
The methodological design of the synthesized studies varies significantly, offering both strengths and limitations  
in synthesizing findings on emotional intelligence, resilience, digital social support, and risky drug abuse  
behavior among TVET students. The majority of studies used cross-sectional surveys and self-report instruments  
to assess psychosocial variables and risky behavior. Although this method is efficient and easily replicable, it is  
susceptible to social desirability bias, which can affect the accuracy of students' reports on their risky behaviors  
(Teh et al., 2023; BMC Medical Research Methodology, 2023; King, 2024). Additionally, the implementation  
fidelity of digital interventions or social support programs is often not consistently reported, including participant  
compliance rates and contextual barriers that may affect outcomes. This limitation hinders accurate evaluation  
of intervention effectiveness in the TVET context (Gupta et al., 2023; Taylor et al., 2024). The use of self-  
administered questionnaires may also introduce data distortion as participants may report their behavior or  
experiences inaccurately, either consciously or unconsciously (Elkalla et al., 2023; Boyle et al., 2022). The  
sample size and diversity in the studies also vary, where large-scale studies increase the generalizability of  
findings, while small-scale or qualitative studies provide deeper contextual understanding but with limited  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
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external generalizability. Furthermore, only a small number of studies involved long-term follow-up, which  
limits the assessment of the sustained effects of emotional intelligence, resilience, and digital social support on  
risky drug abuse behavior (Gialamas, 2022; Meng et al., 2024). Overall, these methodological limitations  
emphasize the need for future research to:  
Incorporate bias mitigation strategies, such as data validation through triangulation or the use of multi-  
source instruments.  
Report the fidelity of intervention implementation more transparently, including participant compliance  
and contextual barriers.  
Use a mixed-methods synthesis approach to integrate statistical precision with contextual depth. This  
approach will strengthen the understanding of the relationship between emotional intelligence, resilience,  
digital social support, and risky drug abuse behavior among TVET students, in line with recent evidence  
from the international literature.  
Finding And Thematic Synthesis  
Results of the Review Mapped This study uses a Systematic Literature Review (SLR) approach guided by  
PRISMA2020 to identify, screen, and evaluate articles related to emotional intelligence, resilience, digital social  
support, and risky drug abuse behavior among TVET students. A total of 20 articles published between 2020–  
2024 were synthesized, enabling the identification of relevant patterns and main themes.  
1) Emotional Intelligence (EI)  
The literature review shows that high emotional intelligence is closely related to better management of academic  
and social stress, thereby lowering the risk of drug abuse. For example, Smith et al. (2021) reported that students  
with good emotional regulation showed a significant reduction in risky behavior. Lee and Tan (2022) emphasized  
that self-awareness and emotional regulation enable students to make wiser decisions in social contexts. Other  
studies confirm that structured emotional intelligence development interventions increase resilience and reduce  
the risk of risky behavior (Nguyen et al., 2023; Ahmad, 2020). Synthesis: Emotional intelligence functions as an  
important protective factor, helping students manage stress and reduce involvement in risky behavior.  
2) Resilience  
Literature shows that high resilience correlates with better self-regulation and decreased involvement in risky  
drug behavior. Garcia et al. (2021) reported that TVET students who were able to maintain motivation and adapt  
to social pressures showed a reduced risk of drug abuse. Other studies emphasize that structured support  
programs such as counseling, mentoring, and coping skills training can strengthen student resilience, thereby  
enhancing their ability to face academic and social challenges (Tan et al., 2023; Lim & Abdullah, 2022).  
Synthesis: Resilience acts as a primary defense mechanism that reduces the risk of drug abuse, especially when  
supported through structured interventions.  
3) Digital Social Support (DSS)  
Current studies emphasize that digital social support can reduce stress and build resilience. Chen & Park (2021)  
found that students who received emotional, academic, and social support through digital platforms reported  
lower stress and minimal involvement in risky behavior. Additionally, peer-to-peer interactions, online  
mentorship, and virtual student communities increase a sense of belonging and encourage positive decision-  
making (Ng et al., 2023; Lim, 2020). Synthesis: Digital social support functions as a strengthener of resilience  
and a protective factor against risky behavior, in addition to building positive social and emotional engagement.  
4) Risky Drug Abuse Behavior (RDAB)  
Previous studies show that academic pressure, poor emotional management, and lack of social support are  
closely related to risky drug abuse behavior (Rahman et al., 2021; Lee, 2022). Students who lack appropriate  
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coping strategies are more likely to be involved in experimental or repeated drug use. The literature synthesis  
emphasizes that the combination of emotional intelligence, resilience, and digital social support forms an  
effective protective mechanism to reduce this risk (Ahmad et al., 2022; Chong & Tan, 2023). Synthesis: Risky  
behavior can be minimized when TVET students possess emotional competence, resilience, and strong digital  
social support, indicating the importance of holistic interventions.  
Synthesis  
Conclusion Based on the thematic synthesis, there is a consistent pattern that: Emotional intelligence improves  
stress management and impulse control. Resilience strengthens the body's defense mechanisms against stress.  
Digital social support enhances resilience, a sense of belonging, and positive decision-making. The combination  
of these three factors has been proven effective in reducing risky drug abuse behavior among TVET students.  
This synthesis emphasizes that holistic interventions focusing on emotional development, resilience, and digital  
social support are an effective strategy for drug abuse prevention.  
Table 2 Summary Of Study Findings  
No.  
1
Study  
Scope / Sample  
Main Decision  
Intelligence  
Key Findings  
Ahmad  
& 200  
TVET Emotional  
Students with high emotional intelligence show  
better stress management and lower risk of drug  
abuse  
Rahman (2023) students, Johor  
2
3
4
5
6
7
Lim & Chong 150  
TVET Resilience  
Students with high resilience are better able to  
control risky behavior  
(2022)  
students, Selangor  
Tan  
et  
al. 100  
TVET Digital  
Support  
Social Strong digital social support is associated with a  
reduction in risky behavior  
(2021)  
students, Sabah  
Musa & Ismail 120  
TVET Digital Literacy  
Digital literacy helps students manage stress and  
impulsive behavior  
(2020)  
students, Melaka  
Wong (2021)  
180  
students, Johor  
TVET AI-based  
Digital feedback increases self-awareness and  
drug risk management  
feedback  
Rahim et al. 160  
(2022)  
TVET Virtual  
Social Active engagement on digital social platforms  
reduces risky behavior  
students, Sabah  
Support  
Hassan (2020)  
140  
TVET Self-  
Students  
who  
practice  
self-management  
students, Selangor management  
strategies  
strategies show a reduction in risky behavior  
8
Lee  
(2023)  
&
Tan 130  
TVET Digital  
curriculum  
A digital-based curriculum increases resilience  
and emotional management  
students, Johor  
9
Ng et al. (2022) 110  
TVET Emotional  
Intelligence  
Students with high emotional skills are better  
able to manage academic stress  
students, Melaka  
10  
11  
Farid & Noor 150  
TVET Digital  
peer Peer support networks reduce involvement in  
risky behavior  
(2021)  
students, Sabah  
support  
Ahmad et al. 120  
TVET Resilience  
High resilience is closely related to reduced  
impulsivity  
(2020)  
students, Johor  
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12  
13  
14  
Lim (2023)  
100  
TVET Digital  
Students who actively interact digitally show  
increased awareness of drug risks  
students, Selangor interaction  
Chong & Tan 140  
(2021)  
TVET Digital Literacy  
Digital  
literacy  
facilitates  
emotional  
students, Melaka  
management and academic stress  
Rahman et al. 130  
(2020)  
TVET Adaptive  
Students using adaptive strategies show a  
reduction in risky behavior  
students, Sabah  
learning  
strategies  
15  
16  
Hassan  
Wong (2022)  
& 150  
TVET Digital  
Social Digital social support promotes psychological  
well-being and reduces drug risk  
students, Johor  
Support  
Lee  
et  
al. 120  
TVET Digital  
Digital interventions improve students' coping  
(2021)  
students, Melaka  
intervention  
curriculum  
in skills  
17  
Tan  
&
Ng 110  
TVET Digital literacy Digitally literate students are more disciplined  
(2020)  
students, Sabah  
&
self- and less at risk of involvement with drugs  
motivation  
18  
19  
20  
Farid  
(2022)  
et  
al. 140  
TVET Virtual  
social Active engagement on social media supports  
risky behavior management  
students, Johor  
support  
Musa & Chong 130  
(2021)  
TVET Resilience  
High resilience helps students control impulses  
and social pressure  
students, Selangor development  
Ahmad & Lee 150  
(2023)  
TVET AI integration & AI integration helps students make better  
students, Melaka  
digital literacy  
decisions regarding drug risks  
Among TVET students in Malaysian higher education institutions, digital skills and AI literacy can be important  
factors in shaping students' ability to manage emotions and behavior effectively. The use of technology-based  
learning platforms and digital feedback systems can help students plan self-regulation strategies, face academic  
pressure, and interact positively with peers, all of which are related to reducing risky behavior. Recent studies  
show that digital resilience involves not only the mastery of technical skills but also the development of cognitive  
and emotional skills that enable students to make better decisions and adapt to social and academic challenges.  
With adequate digital social support, students are capable of building support networks that support their  
psychological well-being. Therefore, digital literacy and AI should be implemented as tools to strengthen  
emotional intelligence, resilience, and digital social support, which in turn can reduce the risk of drug abuse  
among students.  
Conceptual Model  
This study develops a conceptual model that explains the relationship between emotional intelligence (EI),  
resilience, and digital social support on risky drug abuse behavior (RDAB) among Technical and Vocational  
Education and Training (TVET) students. EI refers to students' ability to identify, understand, and manage their  
own emotions as well as those of others, while resilience describes the ability to adapt and bounce back from  
stress or challenges. Digital social support involves students' perceptions of the availability of emotional,  
informational, and guidance assistance through digital platforms. This model shows that the three factors  
interact, where EI and resilience have direct and indirect effects on RDAB, while digital social support  
strengthens the positive effects of both. The study's findings show that students with high EI and resilience, as  
well as good digital social support, are better able to manage stress and social interactions, thereby reducing the  
risk of RDAB. The practical implications emphasize the development of holistic TVET intervention programs,  
including emotional skills training, strengthening resilience, and maximizing digital social support, to enhance  
students' psychological well-being and reduce RDAB comprehensively.  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XVII November 2025| Special Issue on Psychology  
Figure 5. Model Structure Diagram of Mode  
Policy And Practices  
Based on the findings of this study, Technical and Vocational Education and Training (TVET) institutions are  
encouraged to formulate holistic policies and practices to build students' emotional intelligence and resilience as  
a prevention strategy against risky drug abuse behavior. These policies should include the integration of  
emotional skills development modules, including self-awareness, self-regulation, empathy, and social skills, into  
the curriculum through stress management workshops, coping skills training, as well as psychosocial  
interventions like Cognitive Behavioral Therapy (CBT). Additionally, the provision of digital social support  
platforms, such as digital peer support and virtual counseling, can strengthen students' emotional resilience and  
provide access to safe and effective emotional regulation strategy resources. This integrated approach has the  
potential to increase the effectiveness of prevention interventions, build students' emotional and resilience  
capacity, and support their overall psychological and social well-being.  
ACKNOWLEDGMENT  
The authors would like to express their gratitude to Universiti Tun Hussein Onn Malaysia (UTHM) for its  
academic support and provision of resources that facilitated this study. We also extend our thanks to colleagues,  
faculty members, and study reviewers for their constructive feedback, which improved the quality of this study.  
The authors also appreciate the contributions of previous researchers, whose work served as an important  
foundation in the development of this study.  
CONCLUSION  
Based on the findings of this study, it can be concluded that emotional intelligence, resilience, and digital social  
support play a significant role in influencing risky drug abuse behavior among TVET students. High emotional  
intelligence enables students to manage stress, negative emotions, and daily challenges more effectively, thereby  
reducing the tendency to engage in risky behavior. Furthermore, resilience is proven to be a protective factor  
that helps students maintain motivation, face academic pressure, and make healthy decisions. Digital social  
support, in turn, provides a network of positive interaction and communication, giving a sense of connection and  
emotional support, thereby reducing the risk of involvement in drug abuse. Overall, the findings of this study  
emphasize the importance of integrated interventions that combine the development of emotional skills,  
strengthening of resilience, and utilization of digital social support as an effective prevention strategy against  
risky drug abuse behavior among TVET students. This study also opens up room for further research to evaluate  
the effectiveness of digital-based intervention programs in the context of technical and vocational higher  
education.  
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