KUCHING: Restricting smartphones for students under 16 would not resolve the root causes of school violence and misconduct, says Universiti Malaysia Sarawak (Unimas) Assistant Vice-Chancellor Prof Datuk Mohd Fadzil Abdul Rahman.
He noted that while limiting smartphone use might temporarily reduce exposure to harmful online content, such measures were not a sustainable solution.
He said smartphones, when used wisely, could provide educational benefits and creative opportunities, noting that penalising all students would be unfair to those who use the devices responsibly.
“Students who use smartphones responsibly for learning or creative pursuits will feel unjustly penalised for the actions of a few who misuse them.
“In effect, we risk denying responsible students their rights and opportunities, when the real issue lies in behaviour and values, not the device itself. At best, smartphone restrictions serve as minor regulatory efforts within a larger strategy and should be part of a comprehensive policy framework,” he told Sarawak Tribune when contacted recently.
Mohd Fadzil warned that punitive approaches could backfire, pushing students toward secretive or rebellious behaviour, defeating the purpose of such bans.
“Repression often leads to resistance. The natural curiosity and rebelliousness of youth could result in secretive use outside school hours,” he explained.
“That is why values-based approaches, not outright bans, are the more effective way to shape responsible digital citizens in this era of ever evolving technology.
“Authorities like the Malaysian Communications and Multimedia Commission (MCMC) should play a more proactive role in filtering criminal and violent content, including animations and games that are increasingly popular among young users.”
He asserted the need for well-structured policies, training for teachers to handle digital influences, and more proactive measures to filter harmful online content.
Mohd Fadzil also underlined that instilling ethics, morals and religious principles from an early stage remained crucial to student development, adding that safe spaces in schools and early detection of mental health issues were equally important in preventing small problems from escalating.
“Early and continuous nurturing, both at school and at home, is essential. Instilling values such as ethics, morals, manners and religious principles must be prioritised in both settings.
“Parents must be transparent with schools about their children, and schools must respond quickly and effectively when issues arise. Schools should also provide safe spaces for students to share their problems, not limited to counsellors.
“A balanced, strategic, and values based approach, involving families, educators, and authorities, is crucial,” he stressed.
