<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0873-3015</journal-id>
<journal-title><![CDATA[Millenium - Journal of Education, Technologies, and Health]]></journal-title>
<abbrev-journal-title><![CDATA[Mill]]></abbrev-journal-title>
<issn>0873-3015</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico de Viseu (IPV)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0873-30152026000100303</article-id>
<article-id pub-id-type="doi">10.29352/mill0229.44098</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[What students think about smartphone use at school]]></article-title>
<article-title xml:lang="pt"><![CDATA[O que pensam os alunos sobre o uso do smartphone na escola]]></article-title>
<article-title xml:lang="es"><![CDATA[Lo que piensan los alumnos sobre el uso del smartphone en la escuela]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gama]]></surname>
<given-names><![CDATA[Ana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valente]]></surname>
<given-names><![CDATA[Bianor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico de Lisboa  ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,CI&amp;DEI - Centro de Estudos de Educação e Inovação  ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2026</year>
</pub-date>
<numero>29</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0873-30152026000100303&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0873-30152026000100303&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0873-30152026000100303&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  In recent years, the use of smartphones by children has increased significantly, raising questions about their effect on learning, socialization, and well-being.  Objective:  To understand the perceptions of students from the 2nd and 3rd cycles of basic education regarding the use and prohibition of smartphones in school.  Methods:  A qualitative, exploratory approach was adopted, using three focus groups with 23 class representatives from a school cluster integrated into the Priority Intervention Educational Territories Program. Data were analyzed through content analysis.  Results:  Students recognize smartphones as a useful resource for learning, communication with family, and personal organization, but express concerns about excessive use, distraction, social isolation, and dependency. They also point out inconsistencies in the application of school rules and suggest regulatory measures.  Conclusion:  Students' perceptions reveal a balanced view, valuing smartphones as a useful tool while also recognizing their risks. The results reinforce the importance of participatory and educational school policies that promote the responsible regulation of smartphone use and the involvement of students in defining the rules.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução: Nos últimos anos, a utilização dos smartphones por crianças tem aumentado significativamente, levantando questões sobre o seu efeito na aprendizagem, socialização e bem-estar.  Objetivo:  Compreender as perceções de alunos/as do 2.º e 3.º ciclos do ensino básico sobre a utilização e proibição do smartphone na escola.  Métodos: Adotou-se uma abordagem qualitativa, de caráter exploratório, recorrendo à realização de três focus group com 23 alunos/as representantes de turma de um agrupamento integrado no Programa Territórios Educativos de Intervenção Prioritária. Os dados foram analisados através de análise de conteúdo.  Resultados: Os/as alunos/as reconhecem o smartphone como um recurso útil para a aprendizagem, para a comunicação com a família e para a organização pessoal, mas manifestam preocupações com o uso excessivo, a distração, o isolamento social e a dependência. Referem ainda inconsistências na aplicação das regras escolares e sugerem medidas de regulação.  Conclusões: As perceções dos/as alunos/as revelam uma visão equilibrada, que valoriza o smartphone como ferramenta útil, mas também reconhece os seus riscos. Os resultados reforçam a importância de políticas escolares participativas e educativas, que promovam a regulação responsável do uso dos dispositivos móveis e o envolvimento dos/as alunos/as na definição das regras.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  En los últimos años, el uso de smartphones por parte de los niños ha aumentado significativamente, planteando cuestiones sobre su efecto en el aprendizaje, la socialización y el bienestar.  Objetivo:  Comprender las percepciones de los/las estudiantes de los ciclos 2.º y 3.º de la educación básica sobre el uso y la prohibición del smartphone en la escuela.  Métodos:  Se adoptó un enfoque cualitativo, de carácter exploratorio, recurriendo a la realización de tres grupos focales con 23 estudiantes representantes de clase de un agrupamiento integrado en el Programa de Territorios Educativos de Intervención Prioritaria. Los datos fueron analizados mediante análisis de contenido.  Resultados:  Los/las estudiantes reconocen el smartphone como un recurso útil para el aprendizaje, la comunicación con la familia y la organización personal, pero expresan preocupaciones sobre el uso excesivo, la distracción, el aislamiento social y la dependencia. También mencionan inconsistencias en la aplicación de las normas escolares y sugieren medidas de regulación.  Conclusión:  Las percepciones de los/las estudiantes revelan una visión equilibrada, que valora el smartphone como una herramienta útil, pero también reconoce sus riesgos. Los resultados refuerzan la importancia de políticas escolares participativas y educativas que promuevan la regulación responsable del uso de los dispositivos móviles y la implicación de los/las estudiantes en la definición de las normas.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[use of smartphones]]></kwd>
<kwd lng="en"><![CDATA[school policies]]></kwd>
<kwd lng="en"><![CDATA[students&#8217; perceptions]]></kwd>
<kwd lng="en"><![CDATA[priority intervention educational territories]]></kwd>
<kwd lng="pt"><![CDATA[utilização de smartphones]]></kwd>
<kwd lng="pt"><![CDATA[políticas educativas]]></kwd>
<kwd lng="pt"><![CDATA[perceções dos/as alunos/as]]></kwd>
<kwd lng="pt"><![CDATA[territórios educativos de intervenção prioritária]]></kwd>
<kwd lng="es"><![CDATA[uso de smartphones]]></kwd>
<kwd lng="es"><![CDATA[políticas escolares]]></kwd>
<kwd lng="es"><![CDATA[percepciones de los/las estudiantes]]></kwd>
<kwd lng="es"><![CDATA[territorios educativos de intervención prioritaria]]></kwd>
</kwd-group>
</article-meta>
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