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ABSTRACT Introduction: Digital technology has become an integral part of adolescents' daily lives, providing numerous educational, social, and recreational benefits. However, excessive use of digital technologies such as smartphones, computers, internet-based applications, social media, and video games has emerged as a significant public health concern. Digital technology overuse has been associated with various physical, psychological, social, and academic problems, including sleep disturbances, eye strain, obesity, musculoskeletal disorders, anxiety, depression, social isolation, and poor academic performance. Despite these adverse consequences, adolescents often lack adequate knowledge regarding the ill effects of excessive digital technology use and its preventive measures. Therefore, educational interventions such as structured teaching programmes may play a vital role in improving awareness and promoting healthy digital practices among adolescents. Aim: The aim of the study was to evaluate the effectiveness of a structured teaching programme on knowledge regarding digital technology overuse and its ill effects among adolescents in a selected high school at Mangaluru. Objectives: 1) To assess the pre-test level of knowledge regarding digital technology overuse and its ill effects among adolescents. 2) To evaluate the effectiveness of a structured teaching programme on knowledge regarding digital technology overuse and its ill effects among adolescents. 3) To determine the association between pre-test knowledge scores and selected demographic variables of adolescents. Materials and Methods: An evaluative research approach with a quasi-experimental one-group pre-test and post-test design was adopted for the study. The study was conducted among 70 adolescents aged 13-15 years studying in a selected high school at Mangaluru. Participants were selected using a stratified random sampling technique. Data were collected using a structured knowledge questionnaire developed by the investigator. Following the pre-test, a structured teaching programme on digital technology overuse and its ill effects was administered. The post-test was conducted on the eighth day using the same questionnaire. The reliability coefficient of the tool was 0.78. Data were analyzed using descriptive statistics (frequency, percentage, mean, and standard deviation) and inferential statistics such as paired t-test and Chi-square test. Results and Findings: The findings revealed that all adolescents (100%) had poor knowledge regarding digital technology overuse and its ill effects in the pre-test. Following the structured teaching programme, 91.42% of adolescents attained good knowledge and 8.58% attained average knowledge. The overall mean knowledge percentage increased from 24.94% in the pre-test to 73.77% in the post-test. The paired t-test showed a statistically significant improvement in knowledge (t = 65.22, p < 0.05), indicating that the structured teaching programme was highly effective. A significant association was found between pre-test knowledge scores and source of information, whereas no significant association was observed with other demographic variables. Conclusion: The study concluded that adolescents had inadequate baseline knowledge regarding digital technology overuse and its ill effects. The structured teaching programme significantly improved their knowledge, demonstrating its effectiveness as an educational intervention. The findings highlight the importance of implementing school-based health education programmes to promote responsible digital technology use and prevent technology-related health problems among adolescents.