Keyword: conscious use of technology

ABSTRACT: This study analyzes students’ perceptions of the Brazilian Law No. 15.100/2025, which prohibits mobile phone use in basic education, and explores its relation to screen time and digital well-being in urban and rural schools. Data were collected through a structured questionnaire with multiple-choice, Likert-scale, and open-ended questions, administered face-to-face to 199 students in grades 6–9 (100 from the rural area (RA), 99 from the urban area). Descriptive and inferential analyses (t-tests and chi-square tests) were applied to compare groups. Results showed that RA students agreed more strongly that the ban helps concentration (mean = 3.26 vs 2.29; t = 4.55; p < 0.001) and perceived it more positively overall (mean = 2.93 vs 2.20; t = 3.73; p = 0.0003). Both groups, however, recognized the pedagogical potential of mobile phones when purposefully integrated into lessons (76.4% agreement). Open-ended responses revealed mixed experiences in reducing screen time, with reports ranging from anxiety to improved focus and social interaction. This exploratory classroom-based report combines quantitative data and pedagogical reflection to illustrate students’ attitudes toward digital well-being and promote conscious technology use in education.