Mobile Phone Ban in School Classrooms in South Korea: Lessons for Bangladesh

Md. Muzibur Rahman :

Recently South Korea passed a bill to ban the use of mobile phones and other digital devices in school classrooms nationwide, as concern grows about the impact of heavy social media use among the young.

The ban, which will take effect from March, next year, makes South Korea the latest country to restrict the use of smartphones and social media among minors.

In the picture, we are seeing that the teacher is teaching a lesson in the classroom but the student is tapping a button on his mobile app which brings him less attention to his lesson.

In today’s digital era, the use of mobile phones has become deeply ingrained in everyday life, especially among young students.

While these devices provide immense educational resources and instant communication, they also pose challenges to classroom discipline, student focus, and overall academic performance.

South Korea, one of the most technologically advanced countries in the world, has taken a significant step by implementing restrictions and bans on mobile phone use in school classrooms.

This policy has sparked debate about its necessity, effectiveness, and impact on students. One of the main reasons for South Korea’s classroom phone ban is to reduce distractions during lessons.

Studies have shown that constant access to mobile devices often leads to multitasking, social media browsing, and gaming, which disrupt students’ concentration.

By removing phones from classrooms, educators hope to restore students’ attention toward learning and ensure that teaching time is used effectively.

Another important motivation behind the ban is the concern for mental health and social well-being.

South Korea has one of the highest rates of smartphone dependency among teenagers, which has been linked to anxiety, sleep deprivation, and social isolation.

Prohibiting phone use in classrooms encourages students to engage in direct interaction with peers and teachers, fostering healthier communication and stronger interpersonal relationships.

On the positive side, the policy could enhance academic discipline and create a more focused learning environment.

Teachers gain more control over their classrooms, and students are less tempted to cheat during examinations or rely excessively on online information instead of critical thinking. In the long term, such a ban may nurture better study habits and reduce digital addiction.

However, critics argue that a complete ban may limit the educational potential of mobile devices. Smartphones can be powerful learning tools, offering access to digital libraries, translation apps, and interactive learning platforms.

Some believe that instead of outright prohibition, schools should adopt policies that encourage responsible use of mobile phones, integrating them into lessons where appropriate while teaching students digital literacy.

South Korea’s mobile phone ban in school classrooms reflects a growing awareness of the negative effects of digital overuse among young learners.

While the policy has clear benefits in improving focus and reducing distractions, it also raises questions about balancing restrictions with opportunities for digital learning.

The ultimate challenge lies in guiding students toward responsible and productive use of technology, rather than complete dependence or total exclusion.

Lessons for Bangladesh-Bangladesh, like South Korea, is experiencing a surge in mobile phone ownership among students.

While these devices offer numerous educational opportunities, they also pose significant challenges, including distractions, addiction, and exposure to inappropriate content.

South Korea’s experience provides valuable insights for Bangladesh as it seeks to balance the benefits and drawbacks of mobile phones in classrooms.

Bangladesh can consider adopting policies similar to South Korea’s, where students are required to store their phones during school hours. This will help create a focused and distraction-free learning environment.

Alongside restrictions, Bangladesh should prioritize digital literacy education.

Teaching students how to use technology responsibly will ensure that they develop critical thinking skills and ethical behavior in the digital space.

Effective implementation of mobile phone policies requires collaboration among schools, parents, and policymakers.

Awareness campaigns and workshops can help parents and teachers understand the importance of these measures for students’ academic and personal growth.

While banning mobile phones during lessons, Bangladesh can also explore ways to integrate technology into the curriculum. Providing controlled access to digital tools and resources can enhance learning outcomes without causing distractions.

Unlike South Korea, Bangladesh faces unique socio-economic challenges, including unequal access to technology. Policies should be designed to ensure that students from all backgrounds have access to educational resources without relying solely on personal mobile devices.

South Korea’s attempts to ban mobile phones in school classrooms highlight the importance of creating a balanced approach to technology use in education.

While outright bans may improve classroom focus, they must be complemented with efforts to teach responsible digital behavior and integrate technology into the curriculum.

For Bangladesh, these lessons are particularly relevant as the country navigates the challenges of incorporating technology into its education system. Research shows that many students in Bangladesh are addicted to mobile devices, leaving sleep all night hampering their education.

By learning from South Korea’s experience, Bangladesh can develop policies that foster a conducive learning environment while equipping students with the skills needed for the digital age.

(The writer is a columnist & freelancer. He can be reached at: E-mail: [email protected])