Screen time in education: from debate to direction

Registration for Bett Asia 2026 is now live, with our first speakers already being announced ahead of September’s event in Malaysia. And if this year’s conversations are anything to go by, there’s plenty more insight, debate and inspiration still to come.

One standout session from Bett Asia 2025 brought together global educators, leaders and parent advocates to unpack one of education’s biggest ongoing debates: “Screen time: the good, the bad and the balanced.” What emerged wasn’t a simple answer, but a powerful shift in perspective.

Beause the real issue isn’t how much time young people spend on screens. It’s how, why and with whom.

Moving beyond the “screen time panic”

For years, screen time has been framed as a battle, something to limit, control or even fear. But as Craig Kemp (Co-Founder, EduSpark.World) highlighted, this narrative is not only outdated, it’s unhelpful.

The challenge isn’t the presence of screens, it’s the confusion and inconsistency surrounding their use. When schools, parents and policymakers send mixed messages, young people are left to navigate the digital world without a clear framework. And that’s where problems begin.

Instead, the conversation needs to shift towards quality over quantity:

• What are students doing on devices?

• Does it add value to their learning or wellbeing?

• Are they active participants or passive consumers?

This reframing opens the door to something far more productive: intentional, meaningful use of technology.

A screen is not just a screen

Perhaps the most powerful insight came from educator Ary Yulistiana, who challenged the very premise of the debate:

“A screen is not just a screen. It’s a doorway.”

For many young people, digital spaces are where they:

• Connect socially

• Explore identity

• Escape pressure or isolation

• Access learning beyond the classroom

In this context, restricting screen time without understanding its purpose can do more harm than good.

Instead, educators are being called to transform screen use:

• From passive scrolling to active learning

• From distraction to mindful engagement

• From isolation to meaningful connection

This is what “good” screen time really looks like, not measured in minutes, but in meaning.

The missing piece: relationships

While technology dominated the conversation, the most important factor turned out to be deeply human.

Dr Vincent Chian (COO, Fairview International Plc) reframed the issue entirely: screen time is not the root problem, it’s a reflection of something bigger.

If relationships between educators, parents and young people are strong, technology becomes a tool for connection. If they’re weak, it becomes a substitute.

This shifts the priority:

• Start with relationships

• Then define how technology fits into them

Whether it’s playing games together, co-exploring digital tools, or simply understanding what young people are engaging with, shared experiences matter.

Because connection, not control, is what builds healthy digital habits.

A shared responsibility across the ecosystem

No single group can solve this alone. From classrooms to homes to policy, alignment is critical.

Datin Noor Azimah Binti Abd Rahim (Parent Action Group for Education Malaysia) emphasised the role of parents as:

• Role models of digital behaviour

• Active collaborators with schools

• Advocates for balance beyond the screen

Meanwhile, schools must build confidence and consistency among educators, ensuring that every teacher can communicate a shared approach to digital wellbeing.

And increasingly, there’s a call for greater accountability from technology providers and policymakers, recognising that this is a system-wide challenge.

From restriction to intention

So where does this leave us? The takeaway isn’t stricter limits or looser rules. It’s something more nuanced and more powerful.

A move from:

• Policing screen time to designing it with purpose

• Blocking technology to educating around it

• Fearing digital spaces to understanding them

Beause in a world where technology is embedded in every aspect of life, balance doesn’t come from avoidance.

It comes from intentional use, shared understanding and strong human connection.

At its core, this conversation reflects a wider shift across global education.

Technology is no longer an “add-on”, it’s part of the fabric of learning. And as Bett Asia continues to bring together educators, innovators and leaders from around the world, these are exactly the kinds of conversations that matter.

Not just what we use in education, but how and why we use it.

Join discussions just like this one live at Bett Asia 2026 this September in Malaysia. Educators attend for free, register today.