Mr. Sinan Abdullah
Sinan Abdullah is a postgraduate student pursuing an MSc in Psychology at Indira Gandhi National Tribal University, Amarkantak, India, with a strong academic and professional background in the intersection of psychology and digital technology. He has presented more than nine papers at various national and international conferences, primarily focusing on the impact of digital technologies on human behavior and cognition. He is a certified trainer with expertise in digital detoxing and personality development. His training experience allows him to help individuals achieve a balanced relationship with technology, enhancing personal well-being while leveraging digital tools effectively.
He is particularly interested in how advanced technologies shape personality development and adaptation processes. His research aims to explore ways in which technology can be seamlessly integrated into everyday life to enhance productivity and well-being, without compromising mental health or personal growth.
He aspirse to contribute to a deeper understanding of the psychological effects of technology and develop strategies that promote healthy digital habits. By merging psychology with cutting-edge technologies, he aims to create innovative solutions that make life easier, while minimizing the potential harm caused by excessive digital consumption.
Digital Detox as a Tool for Enhancing Focus and Learning: A Critical Examination in Modern Educational Settings
In an era where digital technologies are integral to the educational experience, their overuse can often lead to distraction, reduced interpersonal communication, and a decline in critical thinking skills. This paper explores the innovative integration of digital detox practices within the curriculum, where the use of digital tools is carefully controlled and limited, and replaced with a focus on social interaction and face-to-face discussions to enhance cognitive engagement and collaborative learning.
While digital platforms remain essential for research, collaboration, and accessing educational resources, this study investigates the benefits of implementing structured digital detox periods during the academic day. These detox intervals reduce screen exposure and shift the focus towards human interaction, peer collaboration, and active discussion-based learning. By intentionally incorporating non-digital learning strategies, this approach aims to foster deeper understanding, enhance communication skills, and promote critical thinking among students.
The paper examines case studies of schools in Kerala, India that have successfully incorporated controlled digital use alongside detox strategies into their curriculum. It highlights the benefits of alternating between technology-assisted learning and traditional interaction-based methods, showcasing improvements in student focus, problem-solving abilities, and the development of soft skills, such as empathy, teamwork, and verbal communication.
Research findings suggest that these structured digital detox practices not only reduce the cognitive overload associated with constant screen time but also help students re-engage in meaningful dialogue, collaborative problem-solving, and creative thinking. Social interaction, often overlooked in tech-driven educational environments, becomes a core component of learning, allowing students to process information more thoroughly through discussions and group activities.
The paper concludes that incorporating digital detox periods into curricula, where students alternate between controlled use of technology and active social interaction, can significantly enhance learning outcomes. By limiting digital use and promoting interpersonal engagement, educational institutions can create a balanced, more effective learning environment that nurtures both intellectual growth and essential life skills.