Exploring Teachers' and Students' Perceptions of Digital Well-being and Screen-Time Literacy among Secondary School Students

Abstract

This qualitative study explores the perceptions of digital well-being and screen-time literacy among secondary school students and teachers in Pakistan. The research specifically investigates how students perceive and manage their screen-time, and identifies the similarities and differences between teachers' and students' views on digital well-being. Using a semi-structured interview format, data were collected from a purposive sample of 15 participants (10 secondary school students and 15 teachers) from public and private schools in Narowal. Thematic analysis was used to interpret the data, supported by Bandura’s Social Cognitive Theory, particularly focusing on the constructs of observational learning, self-regulation, and reciprocal determinism. Three major themes emerged: (1) Understanding of Digital Well-being, (2) Screen-Time Management Practices, and (3) Role of Environment and Guidance. Sub-themes revealed that while students often associated digital well-being with entertainment and distraction, teachers emphasized self-discipline and educational use. Both groups acknowledged a lack of formal education or policy regarding screen-time awareness. Notably, students shared personal struggles such as digital fatigue and decreased academic focus, while teachers highlighted the absence of institutional frameworks and parental involvement in guiding healthy digital habits. Findings suggest that although both teachers and students recognize the significance of digital well-being, their approaches and understandings vary considerably. The data support the need for curriculum integration, teacher training, parental engagement, and school-level policy reforms. This research contributes to the growing body of literature on digital citizenship and calls for multi-stakeholder collaboration to foster responsible and balanced screen use in educational settings.

Keywords: Digital Well-being, Screen-Time Literacy, Secondary School Students, Teachers’ Perceptions, Qualitative Study, Social Cognitive Theory, Pakistan, Educational Technology, Student Behavior, Policy Recommendations.