This article focuses on the psychological characteristics

practical difficulties

and educational intervention paths of college students' internet use behavior. The study found that college students' internet use presents compensatory needs for virtual social interaction and real interaction

as well as constructive mechanisms for information acquisition and self-identity; At the same time

it faces practical problems such as cognitive dissonance caused by dependency use

reality detachment caused by virtual social alienation

and value judgment dilemma under information overload. In response to the above issues

intervention paths such as building a tiered digital literacy education system

creating virtual real integration social practice scenarios

and implementing precise network value guidance projects are proposed. The study emphasizes the need to promote the transformation of college students' online use from "passive adaptation" to "active construction" through the synergy of technological empowerment

behavioral intervention

and psychological support

providing structured solutions for mental health education in the digital age.