Walk into almost any primary school classroom today and you are likely to see more than textbooks and exercise books. Tablets, laptops, interactive screens and online learning platforms have become part of modern education. This development is not accidental. It reflects the Education Ministry’s effort to establish a comprehensive digital education policy and prepare pupils for an increasingly competitive global environment.
The direction is both necessary and sensible. Today’s pupils will enter a world shaped by artificial intelligence, automation and rapid technological change. They must learn how to find information, communicate digitally, solve problems and use technology responsibly. If our education system fails to develop these abilities, our children may struggle to compete with their peers internationally.
Digital technology can certainly improve teaching and learning. An animation can transform a lesson about the solar system into a journey through space. Audio recordings can help pupils improve their pronunciation, while virtual tours can take them inside museums and historical sites that they may never have an opportunity to visit physically. Interactive exercises can also provide immediate feedback and allow pupils to practise at their own pace.
Technology can support different learning needs as well. A pupil who does not understand a written explanation may benefit from a video demonstration. Children with visual, hearing or learning difficulties can use accessibility tools to participate more independently. Teachers can access a wider range of materials and design lessons that are more engaging, flexible and inclusive.
On paper, therefore, the ministry’s digital education policy appears comprehensive and clear. It recognises that technology is no longer an optional addition to education. Digital competence has become an essential part of preparing pupils for further education, employment and global competition.
However, if the policy is clear and its objectives are sound, why do problems continue to appear in our classrooms?
This is the question that deserves serious attention.
Perhaps the main weakness does not lie in the ministry’s policy or in the way technology is used at school. Within the school system, digital devices are normally introduced for a clear educational purpose. Teachers guide pupils, control the learning platforms being used and set limits on when devices are appropriate. In this structured environment, technology can support learning without replacing books, handwriting, discussion, practical activities or face-to-face interaction.
The greater problem may begin outside the school gates.
At home and in the wider community, children often use the same devices without the structure and supervision provided by teachers. A tablet used for research in the classroom can quickly become a source of games, social media, entertainment and unsuitable online content after school. Without clear limits, children may spend hours scrolling, watching videos or playing games rather than reading, exercising, completing schoolwork or interacting with family members.
This does not mean that parents are unconcerned. Many parents are working long hours and may find it difficult to monitor every online activity. Some may also lack the digital knowledge needed to understand new applications, privacy risks, online scams or the ways in which social media platforms are designed to hold a child’s attention. As a result, children may have access to powerful technology before they have developed the maturity and self-control to use it responsibly.
The home environment is also not equal for every pupil. Some children have reliable internet access, suitable devices, a quiet study area and adults who can guide them. Others may share one mobile phone with several family members or depend on an unstable internet connection. The school may provide equal educational opportunities during school hours, but differences outside school can still influence pupils’ progress and widen the digital divide.
Excessive recreational screen time is another serious concern. Primary pupils still need to read printed books, write by hand, participate in physical activities and communicate face-to-face. They develop through drawing, building, experimenting, questioning and playing with others. When unsupervised digital entertainment occupies too much of their time outside school, children may struggle with concentration, sleep, physical activity and meaningful social interaction.
Therefore, the number of devices supplied to schools should not be treated as the source of the problem. The more important question is whether children are receiving consistent guidance after they leave the classroom. Schools can teach digital responsibility, but they cannot control every device in every home. The values and habits introduced at school must be reinforced by families and the wider community.
Responsibility must therefore extend beyond the education system. The ministry should continue providing a clear digital education policy and schools should continue teaching pupils how to use technology safely and productively. At the same time, parents need practical support to establish screen-time limits, monitor online activity and encourage a healthy balance between digital and non-digital experiences. Technology companies and social media platforms must also take greater responsibility for protecting children from harmful content and addictive features.
The ministry’s digital education policy gives the country a strong foundation for progress. Our schools are helping pupils develop the digital skills they need to compete globally. However, even the best school policy cannot succeed fully if responsible habits end when pupils return home.
Digital gadgets are not automatically a blessing or a curse. In school, under the guidance of trained educators, they can be valuable learning tools. The danger arises when their use outside school becomes excessive, unsupervised or disconnected from educational purposes.
The major question is therefore not whether schools should use technology. It is how schools, parents, communities and technology companies can work together to ensure that children use it responsibly wherever they are. The ministry and the school system can provide direction, but protecting children in the digital age requires a shared commitment that reaches far beyond the classroom.
Nirmala Devi Rajo, Izzati Azmi and Assoc Prof Dr Divya Rose Peter, the authors of this article, are from the Department of Education, School of Education and Social Sciences, Management and Science University (MSU).
