UNESCO Proposes Smartphone Ban In Schools To Counter Cyberbullying, Avoid Disruption, Enhance Learning

UNESCO also raises concerns about the lack of robust research demonstrating the inherent value of digital technology in education.

UNESCO stresses the importance of maintaining the social dimension of education.

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UNESCO in a recent report has proposed the banning of smartphones in schools as a means to address classroom disruption, enhance learning outcomes, and protect children from cyberbullying. The report highlights evidence that excessive mobile phone use negatively affects educational performance and emotional stability among children. UNESCO emphasises that a "human-centred vision" of education should prioritise face-to-face interaction with teachers over digital technology, including artificial intelligence.

UNESCO urges policymakers to approach digital technology in education cautiously, as its positive impact on learning outcomes and economic efficiency may be overstated. It warns against embracing change blindly, asserting that not all technological advancements necessarily constitute progress.

The organisation stresses the importance of maintaining the social dimension of education, where students receive in-person teaching, even as more learning moves online, especially in universities. Individualisation of education should not overlook the core essence of traditional learning, UNESCO argues.

Audrey Azoulay, UNESCO's director-general, emphasises that digital technology should be used to enhance learning experiences and promote the well-being of students and teachers, rather than being detrimental to them. Human interaction and in-person learning should remain the priority, and online connections cannot fully substitute face-to-face interactions.

The report acknowledges that while technology can potentially expand learning opportunities for millions, its benefits are not equitably distributed, with many economically disadvantaged individuals excluded. Establishing a digital educational infrastructure can be costly, and its environmental impact is often underestimated.

UNESCO also raises concerns about the lack of robust research demonstrating the inherent value of digital technology in education. Much of the evidence supporting its benefits is funded by private education companies, which may influence education policy worldwide.

The report cites China as an example of setting boundaries for the use of digital devices in teaching, limiting them to 30 per cent of total teaching time and encouraging regular screen breaks for students.

Regarding the UK, the report mentions the former education secretary's call for a mobile phone ban in schools to improve student discipline. However, the issue remains a decision for individual headteachers, and most schools already have established smartphone policies.

While UNESCO estimates that one in six countries has implemented smartphone bans in schools, including France and the Netherlands, it also acknowledges that the widespread use of smartphones is a societal issue that extends beyond school premises.

The report concludes with a call for clear objectives and principles to ensure that digital technology in education is beneficial and does not cause harm to students' health or broader democratic and human rights concerns, such as invasion of privacy and the spread of online hatred.