Navigating Digital Learning: Exploring Faculty Attitudes Toward Smartphone Integration in Dental Teaching: A Cross-Sectional Study

Abstract

Background  and objective

Smartphones can distract learners during class and, if used improperly, may detract from rather than support engagement. Published work has examined learners’ perceptions of smartphones, comparatively few studies have investigated how teachers themselves use these devices and how they perceive them as a teaching tool. To investigate the frequency of smartphone, use in teaching and the attitudes of dental faculty members toward smartphones as an educational tool across four dental colleges in Sindh, Pakistan.

Materials and methods

Cross sectional descriptive survey at Institute of Dentistry, Liaquat University of Medical and Health Sciences (LUMHS), Jamshoro; Isra Dental College; Bhittai Dental College; and Muhammad Dental College, Mirpurkhas from February to April 2026 using convenience sample of 83 dental faculty members completed a validated, self-administered online questionnaire. The instrument consists of demographic variables, 15 items measuring smartphone usage frequency, and 14 items assessing faculty perceptions, both rated on five-point Likert scales. Data was analyzed using SPSS. Mann–Whitney U and Kruskal–Wallis H tests were applied for group comparisons; Pearson's Chi-square was used for item-level associations; and multiple linear regression identified predictors of overall perception scores.

results

The sample comprised males 51.8% and females (48.2%). The overall mean smartphone usage score was 3.73 and the mean perception score was 4.18. The most frequent usage activity was reading articles online for class preparation (mean = 4.39), while Bluetooth file sharing was least (mean = 2.60). The strongest perception was for anytime, anywhere information access (mean = 4.48), whereas lecture recording attracted the most reserved endorsement (mean = 3.77). No statistically significant overall differences in usage or perception scores were observed across academic rank, experience, or institutional affiliation.

conclusion

Dental faculty in Hyderabad and Mirpurkhas used smartphones actively for teaching and held generally favorable attitudes toward their educational utility. Usage was concentrated in information access, student communication, and digital storage of course materials