Objectives <p>The aim of this systematic review was to examine how college students perceive digital mindfulness-based interventions during the past decade, including acceptance, advantages, and barriers.</p> Method <p>A systematic narrative synthesis&#xa0;was conducted and incorporated diverse methodologies. Using a thematic synthesis approach to analyze the literature, searches of electronic databases were conducted between 2015 and 2025. Screening and selection of studies were based on eligibility criteria and methodological quality assessment. As part of the narrative review, CINAHL Ultimate, Medline, PsycINFO, and PubMed were searched to examine students’ perceptions of participating in digital-based mindfulness.</p> Results <p>Fifteen studies were included with four overarching themes emerging, namely students highly value ease of use of digital mindfulness tools; students often view interventions as competing with academic work; students experience existing as well as additional mindfulness-related barriers during digital interventions; and digital interventions are perceived as providing additional convenience, comfort, and privacy. The majority of studies were conducted with White, female students, significantly limiting the literature on how diverse populations might experience these interventions.</p> Conclusions <p>Students’ perceptions of digital mindfulness practices suggest these interventions to be promising and to provide various benefits. However, technology-based programs generate new difficulties that must be addressed. Similar studies collecting qualitative data should be carried out with more heterogeneous samples to determine how other student groups might perceive these interventions.</p> Preregistration <p>This study is not preregistered.</p>