Perceptions of Middle School Teachers in Korea on Students’ Smartphone Use and Related Policies: A Consensual Qualitative Research Study

This study aimed to explore middle school teachers’ perceptions of students’ smartphone use and related policies. It also sought to identify educational and policy directions informed by these perceptions. In-depth interviews were conducted with nine middle school teachers each with more than three years of teaching experience. The data was analyzed using the procedures of Consensual Qualitative Research (CQR). As a result, four domains with three categories each were derived. First, students primarily used smartphones for leisure activities and peer communication. Teacher-led group chat rooms as well as school-level digital transition initiatives contributed to the expanded use of digital devices, including smartphones. Consequently, teachers experienced difficulties in managing and guiding students’ smartphone use. Second, teachers perceived a lack of policy consistency due to differing regulations across schools. Comprehensive cell phone use bans implemented in some foreign countries were viewed in a generally favorable light. Third, smartphone education within schools was described as episodic and formalistic, which made it difficult to induce actual behavioral change. Fourth, teachers expressed the need for clear national guidelines, support through professional personnel and budget allocation, along with the establishment of school–home linkage programs. These findings provide a substantive empirical foundation for developing smartphone-related educational policy measures that align with the current conditions of middle school settings. The study concludes by addressing its limitations and outlining directions for future research.