International Journal of Changes in Education

• Lei Nº 15.100. (2025). Dispõe sobre a utilização, por estudantes, de aparelhos eletrônicos portáteis pessoais nos estabelecimentos públicos e privados de ensino da educação básica [Provides for the use, by students, of personal portable electronic devices in public and private basic education institutions]. Retrieved from: https://www2.camara.leg.br/legin/fed/lei/2025/lei-15100-13-janeiro-2025-796892-publicacaooriginal-174094-pl.html
• dos Santos, A. F., Casagrande, A. L., & de Moraes, E. F. (2024). Ensino médio, juventudes e cultura digital: A questão da proibição dos celulares nas escolas [High school, youth, and digital culture: The debate on cell phone prohibition in schools]. In Anais do XXXII Seminário de Educação (pp. 335–344). https://doi.org/10.5753/semiedu.2024.32686
• de Moraes, E. F., Casagrande, A. L., & Maieski, A. (2024). Tecnologias digitais e ensino médio em mato grosso: O impasse entre a proibição e o estímulo [Digital technologies in high school in mato grosso: The impasse between prohibition and stimulus]. Perspectivas em Diálogo: Revista de Educação e Sociedade, 11(27), 352–368. https://doi.org/10.55028/pdres.v11i27.20126
• Seth, S., & Kaushik, H. (2025). Linkages among AI elements affecting quality and value of education. International Journal of Changes in Education, 2(3), 172–180. https://doi.org/10.47852/bonviewIJCE52023973
• Sharma, R. C. (2024). Transformative horizons in education: Navigating challenges, embracing innovations, and shaping global landscapes. International Journal of Changes in Education, 1(1), 1–3. https://doi.org/10.47852/bonviewIJCE42022702
• Creely, E., & Janssen, K. (2025). Onto-epistemological understandings of generative artificial intelligence in education. International Journal of Changes in Education, 2(2), 55–65. https://doi.org/10.47852/bonviewIJCE52024380
• Pereira da Cunha, N. (2025). A identidade fluida e fragmentada na sociedade híbrída [The fluid and fragmented identity in a hybrid society]. Revista Tópicos, 3(19), 1–37. https://doi.org/10.5281/ZENODO.15055379
• da Silva, V. O.., dos Santos Scarpitta, A., Oliveira, R. S., & de Oliveira, F. K. (2025). O impacto do uso recreativo de dispositivos e mídias digitais no desenvolvimento infantil [The impact of recreational use of digital devices and media on child development]. Revista Semiárido de Visu, 13(1), 583–599. https://doi.org/10.31416/rsdv.v13i1.1371
• Selfa-Sastre, M., Pifarré, M., Cujba, A., Cutillas, L., & Falguera, E. (2022). The role of digital technologies to promote collaborative creativity in language education. Frontiers in Psychology, 13, 828981. https://doi.org/10.3389/fpsyg.2022.828981
• Reed, J., & Dunn, C. (2025). Postdigital young people’s rights: A critical perspective on the UK government’s guidance to ban phones in England’s schools. Postdigital Science and Education, 7(2), 376–385. https://doi.org/10.1007/s42438-024-00464-6
• Cherif, K. M., Azzouz, L., Bendania, A., & Djaballah, S. (2024). The teachers’ ban or permission of smartphone use in Algerian secondary school classrooms. Educational Dimension, 11, 176–192. https://doi.org/10.55056/ed.727
• Kovari, A. (2022). Digital transformation of higher education in Hungary in relation to the OECD report. In 14th International Scientific Conference on Distance Learning in Applied Informatics, 229–236.
• Livingstone, S., Mascheroni, G., & Stoilova, M. (2023). The outcomes of gaining digital skills for young people’s lives and wellbeing: A systematic evidence review. New Media & Society, 25(5), 1176–1202. https://doi.org/10.1177/14614448211043189
• Twenge, J. M., & Campbell, W. K. (2018). Associations between screen time and lower psychological well-being among children and adolescents: Evidence from a population-based study. Preventive Medicine Reports, 12, 271–283. https://doi.org/10.1016/j.pmedr.2018.10.003
• Dwyer, R. J., Kushlev, K., & Dunn, E. W. (2018). Smart-phone use undermines enjoyment of face-to-face social interactions. Journal of Experimental Social Psychology, 78, 233–239. https://doi.org/10.1016/j.jesp.2017.10.007
• Jeong, Y. J., & Gweon, G. (2021). Advantages of print reading over screen reading: A comparison of visual patterns, reading performance, and reading attitudes across paper, computers, and tablets. International Journal of Human–Computer Interaction, 37(17), 1674–1684. https://doi.org/10.1080/10447318.2021.1908668
• Suryasa, W., Mendoza, J. R. Z., Mera, T. M., Martinez, M. E. M., & Gamez, M. R. (2020). Mobile devices on teaching-learning process for high school level. International Journal of Psychosocial Rehabilitation, 24(04), 330–340. https://doi.org/10.37200/IJPR/V24I4/PR201012
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• Abbasnasab Sardareh, S., Brown, G. T. L., & Denny, P. (2021). Comparing four contemporary statistical software tools for introductory data science and statistics in the social sciences. Teaching Statistics, 43(S1), S157–S172. https://doi.org/10.1111/test.12274
• da Conceição Ferreira, D., Rodrigues, A., Silva, C., & Soares, L. (2015). O ensino de computação na educação básica apoiado por problemas: Práticas de licenciandos em computação [Computer science education in basic education supported by problems: Practices of computer science undergraduate students]. In Anais do XXIII Workshop sobre Educação em Computação (pp. 130–139). https://doi.org/10.5753/wei.2015.10229
• Moreira, F. P., & Lima, D. A. (2024). Experimental analysis to assess the effectiveness of team-based blended learning in teaching computational thinking. In Anais do XXXII Workshop sobre Educação em Computação (pp. 114–126). https://doi.org/10.5753/wei.2024.2424
• Teunissen, P. J. G. (2024). Testing theory: An introduction. Netherlands: TU Delft OPEN Publishing. https://doi.org/10.59490/tb.96
• Shatz, I. (2023). Assumption-checking rather than (just) testing: The importance of visualization and effect size in statistical diagnostics. Behavior Research Methods, 56(2), 826–845. https://doi.org/10.3758/s13428-023-02072-x
• Martín-Ortega, J. L., & González-Sánchez, M. (2023). Sectoral composition of GDP and greenhouse gas emissions: An empirical analysis in EU27. Environment, Development and Sustainability, 27(2), 3899–3926. https://doi.org/10.1007/s10668-023-04048-5

APA

Moreira, F. P., & Lima, D. A. (2026). My Disconnected World: A Study on Students’ Perceptions of Mobile Phone Ban and Digital Well-Being in Urban and Rural Schools. International Journal of Changes in Education, 3(4), 563-575. https://doi.org/10.47852/bonviewIJCE62027593

Vancouver

Moreira FP, Lima DA. My Disconnected World: A Study on Students’ Perceptions of Mobile Phone Ban and Digital Well-Being in Urban and Rural Schools. International Journal of Changes in Education. 2026;3(4):563-75. https://doi.org/10.47852/bonviewIJCE62027593

AMA

Moreira FP, Lima DA. My Disconnected World: A Study on Students’ Perceptions of Mobile Phone Ban and Digital Well-Being in Urban and Rural Schools. International Journal of Changes in Education. 2026;3(4), 563-575. https://doi.org/10.47852/bonviewIJCE62027593

Chicago

Moreira, Franciely Pereira, and Danielli Araújo Lima. "My Disconnected World: A Study on Students’ Perceptions of Mobile Phone Ban and Digital Well-Being in Urban and Rural Schools". International Journal of Changes in Education 2026 3 no. 4 (2026): 563-575. https://doi.org/10.47852/bonviewIJCE62027593

Harvard

Moreira, F. P., and Lima, D. A. (2026). My Disconnected World: A Study on Students’ Perceptions of Mobile Phone Ban and Digital Well-Being in Urban and Rural Schools. International Journal of Changes in Education, 3(4), pp. 563-575. https://doi.org/10.47852/bonviewIJCE62027593

MLA

Moreira, Franciely Pereira et al. "My Disconnected World: A Study on Students’ Perceptions of Mobile Phone Ban and Digital Well-Being in Urban and Rural Schools". International Journal of Changes in Education, vol. 3, no. 4, 2026, pp. 563-575. https://doi.org/10.47852/bonviewIJCE62027593