UNESCO calls for a global tech detox in schools

The use of technology in schools has become increasingly prevalent in the past few decades. UNESCO’s new report sheds light on the consequences of this reliance.

Over the past few decades, technology has become so pervasive that it’s hard to imagine a world without it. It has allowed interconnectivity throughout the world whilst making day-to-day activities much easier.

The rise of digital learning is transforming the way students learn as they use technology to access information and complete coursework – or to scroll through TikTok and play games.

This easy accessibility to the digital world has engrossed young people. However, this widespread use of technology has sparked discussions about its potential consequences, prompting calls for a balance between the good and the bad.

In an effort to settle this debate, UNESCO’s recent report called for the usage of technology in schools to be heavily regulated; aiming to address the rising dependency on digital tools as the primary means of educating children.

The organisation’s Director-General Audrey Azoulay noted that the digital revolution had the capability to transform learning experiences, but it could not be at the cost of the well-being of students and teachers.

Manos Antoninis, the director in charge of the report, argued that children should be taught to use technology in a balanced way. He believed it should be used to support classroom activities and warned against the dangers of it superseding human interactions in teaching and learning.

UNESCO did recognize the potential of technological assistance to open up new opportunities for disabled learners. In particular, this could be through accessing information and resources that would not be otherwise available to them or aiding them to communicate with their peers.

The report also addressed the impact of how meaningful connectivity through technology is becoming synonymous with the right to education, but access to it remains uneven worldwide. A significant number of primary and secondary schools globally lack internet connection, despite 85% of countries having policies to enhance connectivity.

A potential regulation in the usage of technology in schools addresses the inequalities and disparities in access to educational technology, particularly for students from a lower socio-economic background. While technology can offer valuable learning opportunities and support, it can also be a source of exclusion for disadvantaged learners.

Not all students have equal access to technology and reliable internet connectivity, which can lead to a digital divide and hinder their ability to fully participate in educational opportunities.

In addition, the unrestricted use of devices such as smartphones in schools has been associated with an increase in cyberbullying and social pressures among students. The anonymity and ease of communication provided by smartphones can facilitate harmful online behavior, including cyberbullying and the spread of rumors.

Such negative interactions can have severe consequences on students’ mental health and well-being, leading to feelings of anxiety, stress, and isolation.