Screen time in the classroom is neither inherently good nor inherently harmful. What matters most is how technology is used, for what purpose , and for how long —and, critically, what it may be replacing in students’ learning experiences (Hooft Graafland, 2025; Tamim et al., 2021). When discussions about screen time move beyond simple minute-counting and instead focus on instructional design, student thinking, and well-being, schools are better positioned to make informed de
