Kamal Ghorui
NEW DELHI: Classrooms across the world are being quietly reset as govts redraw boundaries between learning and screen time. In just three years, the share of education systems restricting or banning mobile phones in schools has more than doubled — from 24% in 2023 to 58% in 2026 — with 114 systems now enforcing national-level curbs, according to Unesco’s Global Education Monitoring (GEM) Report 2026.In India, however, the shift is unfolding unevenly, with states and schools taking the lead in the absence of a national policy. The move signals a decisive transition away from the early Covid pandemic-era push for unrestricted digital access towards a more controlled, outcomes-driven approach.The pace of adoption is striking — the share had alrea-dy reached 40% by early 2025, underscoring how quickly govts globally have responded to concerns over distraction, discipline and excessive scre-en exposure. The report fra-mes this as a structural policy shift, not a temporary correction — placing learning outcomes, not device access, at the centre of education systems.For India, the trend sharpens an unresolved policy dilemma. Despite rapid smartphone penetration — over 85% of households now have at le-ast one device — there is no national framework governing phone use in schools. Instead, regulation remains fragmented across states, school boards and individual institutions.Some states have begun moving decisively. Himachal Pradesh has announced a statewide ban on students carrying mobile phones to schools from March 2026, marking one of the most comprehensive subnational interventions. Karnataka, while stopping short of a school-day ban, is examining wider digital exposure through proposals to restrict social media access for children under 16 — reflecting a broader concern that extends beyond classrooms.Globally, the policy landscape remains diverse. While countries such as France have imposed near-total bans in certain grades, others — including the UK — have opted for national guidance with school-level enforcement. In federal systems, such as the US and Germany, regulation is increasingly driven at state or regional levels, often preceding wider national action. Unesco has noted a parallel trend with some countries mandating schools to frame their own policies rather than imposing blanket bans, signalling a shift towards institutional accountability alongside regulation.Crucially, the evidence base is shaping policy. Studies cited in the GEM report link restrictions on phone use with improved academic performance and reduced classroom disruption. But the report cautions against simplistic prohibition, arguing that schools must also equip students with digital literacy and responsible usage skills.That balance — between control and capability — is where India’s next policy move will likely be tested. With global systems converging on structured regulation, the question is no longer whether to act, but whether India continues with a decentralised approach or evolves towards a national framework that integrates discipline, digital learning and equity.
