UNESCO has called on education authorities to combine restrictions on mobile phone use in schools with digital literacy education, continuous monitoring and responsible technology policies, warning that limiting access to screens alone will not address the challenges facing modern classrooms.
The recommendation followed an education forum in Mexico, where Andrés Morales, UNESCO’s representative in the country, discussed the government’s efforts to regulate mobile devices in schools. According to UNESCO’s report published on 9 October 2026, the organisation supports measures that reduce distractions while ensuring technology remains useful for teaching, learning and educational inclusion.
The position comes as governments worldwide reconsider how smartphones, digital platforms and emerging artificial intelligence tools should be used in education. While concerns about classroom distractions continue to influence school policies, UNESCO maintains that students and teachers also need the knowledge to use technology safely, critically and effectively.
UNESCO Says Screen Restrictions Must Support Learning
Speaking at the South-Central Regional Forum, titled La vida frente a la pantalla, or Life in Front of the Screen, Morales welcomed an agreement between Mexico’s Ministry of Public Education and the National Council of Education Authorities to regulate mobile device use in schools.
The approach considers differences in students’ ages and educational levels rather than treating every learner in the same way. UNESCO believes the framework could be expanded to promote inclusive learning and ensure that digital tools serve clear educational purposes.
The organisation argues that technology policies should protect students from unnecessary distractions without overlooking the opportunities digital resources provide. For example, assistive technologies can support learners with disabilities, while digital learning platforms can help children who cannot attend school regularly because of personal or geographical circumstances.
Technology can also expand access to educational materials in Indigenous languages, helping schools reach communities that conventional teaching resources may not adequately serve.
However, these benefits depend on how technology is introduced and managed. In its guidance on technology in education, UNESCO has repeatedly stressed that digital tools should complement teacher-led instruction rather than replace the human interaction essential to learning.
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Digital Literacy Remains a Major Global Challenge
UNESCO’s latest figures highlight a gap between regulating devices and preparing students to navigate the digital world.
The organisation reported that 58 per cent of countries worldwide, representing 114 education systems, have some form of national regulation governing mobile phone use in schools. However, only 84 of 194 countries, equivalent to 43 per cent, have incorporated elements of media and information literacy into their formal national curricula.
Furthermore, only 17 countries have developed substantial, standalone policies covering media and information literacy. UNESCO also noted that 56 countries have included some elements of the subject in their curricula but limited their approach exclusively to digital literacy.
This distinction matters because being able to operate a smartphone or use an application does not automatically mean a student can evaluate information critically, recognise manipulation or understand how online platforms influence what people see.
The organisation also highlighted widespread public concern about online disinformation, with 85 per cent of citizens worldwide reportedly worried about its impact.
For schools, the implication is clear: students need more than rules governing when they can use their devices. They need the ability to assess online claims, protect their privacy, recognise harmful content and understand the ethical implications of digital technologies, including artificial intelligence.
UNESCO’s media and information literacy programme promotes these competencies as part of a broader effort to help people engage responsibly with information and digital platforms.
Back Story: Why Schools Are Rethinking Screen Time
The debate over screens in education reflects a wider concern about balancing the benefits of digital access with students’ learning needs, attention and wellbeing.
Mobile phones can interrupt lessons, while unrestricted access to digital platforms may expose children to inappropriate content and misleading information. At the same time, technology can make educational resources more accessible and support learners whose needs are not adequately met by traditional classroom methods.
Mexico’s approach illustrates the challenge facing policymakers: restrictions may be necessary, but they must form part of a wider educational strategy.
UNESCO has also pointed to the importance of strengthening activities that should not be delegated entirely to technology, including reading, writing, reasoning, memory, play, practical work and collaboration. These skills help children develop independence, judgement and the ability to solve problems.
The organisation further recommends that schools document their experiences, evaluate the results of different policies and adjust their approaches according to evidence. Rather than assuming that every restriction or digital tool will produce the same outcome, education authorities should identify what works for different age groups and learning environments.
For Nigeria and other African countries, the discussion is particularly relevant as schools explore digital learning while facing differences in internet access, infrastructure and teacher training. Effective policy must consider not only the devices available to students but also whether teachers have the skills and resources to use them meaningfully.
Ultimately, UNESCO’s message is that screen restrictions and digital literacy should work together. Schools need clear rules, but they also need to prepare learners for a world in which digital technology is an unavoidable part of education, employment and everyday life.
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