This contribution addresses the implications of Norway’s national guidelines for mobile-free classrooms (Utdanningsdirektoratet, 2024) within a broader context of educational policy, ICT, and society. Utilising Qvortrup’s societal hypercomplexity framework and Bhaskar’s critical realist concepts of retroduction and judgemental rationalism, we aim to critically examine these guidelines. Our primary research questions are: How do Norway’s national guidelines for mobile-free classrooms account for societal hypercomplexity, do they prioritise neoliberal objectives at the expense of democratic values, and how can acknowledging these theoretical frameworks guide future policymaking decisions? This examination thus touches on the broader themes of inclusion and inequality, ethical and policy considerations, and the transformative impact of ICT in education, aligning with the call for critical reflections on barriers, opportunities, and the impact of digital tools and media.

According to Danish scholar Lars Qvortrup, societal hypercomplexity refers to the intricate and multifaceted nature of social systems, in which we see as important for understanding the interplay between education and ICT (Qvortrup, 2003). Critical realism, as conceptualised by Roy Bhaskar, introduces the concepts of retroduction and judgemental rationalism (Bhaskar, 2016) which we use to analyse some underlying causes and broader impacts of the policies at hand. This contribution examines whether the mobile-free classroom guidelines, while aiming to address issues such as bullying and distractions by reducing mobile phone access during school hours, may overlook, or even mask, deeper societal and educational inequality. Moreover, we question whether the guidelines align with democratic principles and considers their unintended consequences on student wellbeing and gender gaps in educational outcomes.

The contribution is based on a paper written by both contributors and is part of one of the authors’ PhD. -Project.

The paper utilises a qualitative theoretical approach, drawing on Qvortrup’s societal hypercomplexity and Bhaskar’s critical realism to analyse Norway’s national guidelines for mobile-free classrooms. The methodology includes a critical literature review of relevant scientific publications and policy documents, focusing on the intersection of education, ICT, and society. Retroduction is used to theorise about the key drivers behind the mobile phone ban, such as classroom distractions, bullying and varying academic outcomes, while judgemental rationalism is used to evaluate these reasons within the broader context of societal and educational expectations. This methodological approach helps us to consider the ethical implications and transformative potential of such policies in fostering inclusive and equitable education.

Findings: The analysis reveals that Norway’s guidelines, while reflective of a Scandinavian trend towards stricter ICT regulations in schools and society, may not adequately address the complexities of educational and societal issues. The mobile phone ban, although potentially beneficial in reducing bullying mechanisms, may not tackle the root causes of bullying and may exacerbate existing gender gaps, potentially disadvantaging the mental health of certain boys. The emphasis on performance-driven educational approaches suggests a potential alignment with neoliberal objectives, possibly undermining democratic values. Furthermore, the guidelines may have unintended negative consequences on student wellbeing, highlighting the need for more integrated, context-sensitive policies. These findings underscore the importance of addressing digital inequalities and the ethical considerations associated with educational policies, as emphasised in the special call. Conclusion: The paper concludes that while Norway’s mobile-free classroom guidelines aim to address certain issues, they fall short of addressing deeper systemic problems such as social and educational inequality. Policies should move beyond instrumentalist solutions and consider broader societal impacts, ensuring that interventions do not inadvertently worsen existing inequalities. Future policymaking may use retroduction to explore the underlying reasons for policy success or failure and apply judgemental rationalism to assess potential modifications or alternatives, ensuring decisions are mindful of educational hypercomplexities. This approach can lead to more impactful and inclusive educational policies that actively address and mitigate social inequalities, aligning with the ethical and transformative goals outlined in the special call.

Bhaskar, R. (2016). Enlightened common sense: The philosophy of critical realism. Routledge. Qvortrup, L. (2003). The hypercomplex society. Peter Lang. Utdanningsdirektoratet. (2024, February). Anbefalinger om regulering av mobiler og smartklokker i skolen [Guideline].