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oai:uvadoc.uva.es:10324/648002024-01-22T20:01:47Zcom_10324_1191com_10324_931com_10324_894col_10324_1379

00925njm 22002777a 4500 dc Pérez Juárez, María Ángeles author González Ortega, David author Aguiar Pérez, Javier Manuel author 2023 Technology enables a more sustainable and universally accessible educational model. However, technology has brought a paradox into students’ lives: it helps them engage in learning activities, but it is also a source of distraction. During the academic year 2021–2022, the authors conducted a study focusing on classroom distractions. One of the objectives was to identify the main digital distractions from the point of view of students. The study was carried out at an engineering school, where technology is fully integrated in the classroom and in the academic routines of teachers and students. Discussions and surveys, complemented by a statistical study based on bivariate correlations, were used with participating students (n = 105). Students considered digital distractions to have a significant impact on their performance in lab sessions. This performance was mainly self-assessed as improvable. Contrary to other contemporary research, the results were not influenced by the year of study of the subject, as the issue is important regardless of the students’ backgrounds. Professors should implement strategies to raise students’ awareness of the significant negative effects of digital distractions on their performance, as well as to develop students’ self-control skills. This is of vital importance for the use of technology to be sustainable in the long-term. Sustainability, Marzo 2023, vol. 15, n. 7. p. 6044 2071-1050 https://uvadoc.uva.es/handle/10324/64800 10.3390/su15076044 6044 7 Sustainability 15 2071-1050 Digital distractions from the point of view of higher education students