Digital Distraction in Higher Education: Administrator Perspectives on the Problem and Institutional Responses

Student misuse of mobile devices for off-task purposes in classrooms remains a persistent and detrimental issue across all levels of the educational landscape. While K-12 systems in the United States have adopted a top-down, administrator-driven approach to address the issue, higher education institutions still rely on a bottom-up approach that mostly burdens instructors. This study explored the extent to which higher education administrators view digital distraction as problematic and the roles they envision for themselves in mitigating the issue. Survey data were collected from 76 U.S.-based college and university administrators representing a wide range of functional areas. Participants completed an online survey assessing their views on the frequency and severity of device misuse, instructor responsibilities, and appropriate administrative interventions. Findings revealed that administrators perceive digital distraction as widespread and harmful to student learning. Yet, most (58%) believe undergraduates have the right to misuse their devices during class, if they do not distract others. Although most participants view undergraduates and their instructors as primarily responsible for curbing device misuse, many also see important roles for administrators. Rather than endorsing a top-down approach, administrators advocated for a collaborative approach where institutional leaders support and empower faculty to address student digital distraction in college classrooms. The results suggest a change in how higher education approaches student digital distraction and underscore the potential for higher education administration to come off the sidelines and take a more active, yet supportive, role in addressing this pressing educational concern.