IN-PERSON MADRID FOCUS ON PEDAGOGY. SECTION B
Abstract
This study explores how Norwegian school leaders assess the role of screen use in relation to learning, health, and school culture, and how they perceive societal and political influences on local practice. The data are drawn from a survey of 49 school leaders in primary and secondary education (N = 49), supplemented by qualitative comments. Findings show that public debate and labour market expectations emerge as the main drivers of local practice, while health perspectives and parental influence play more limited roles. There is broad agreement that purposeful use of digital tools can enhance learning. Many school leaders view digital technology as a means of differentiation, though not necessarily as a guarantee of better individual adaptation. Digital tools are seen as most effective when used with pedagogical awareness and in combination with analogue methods. At the same time, concerns are raised about the effects of extensive screen use on pupils’ mental health and wellbeing, and almost all participants support mobile-free schools to help pupils concentrate and interact socially. School leaders also report a clear cultural shift in reading habits and call for renewed emphasis on printed books, handwriting, and deep reading as counterbalances to digitalisation. They highlight the need for clearer national guidelines on screen use while maintaining local professional discretion. A recurring theme is the recognition of limited knowledge about the long-term consequences of digitalisation and a call for more interdisciplinary research linking educational, psychological, and health perspectives.
Atle Kristensen is a Professor at Nord University, Bodø campus, and works within the fields of school leadership, digitalisation, and learning. His research focuses on educational law, school leadership, and digitalisation in schools. He has a particular interest in how teachers and pupils use technology in ways that promote learning. He has previously published articles, presented his work, and participated in research at both national and international conferences.
Bente Forsbakk is a Professor of Education at Nord University, Bodø campus, and teaches in the primary teacher education program. Her research interests concern pupils’ and students’ learning, teachers’ digital didactic design, and the added value of technology in learning processes. She has previously published articles on quality development in schools, on pupils’ and students’ learning, and on the use of technology as part of learning processes.
10:30 am - 12:00 pm
Friday 26th June, 2026