<p>The increasing use of smartphones in higher education has created new opportunities for communication, access to learning resources, and flexible academic engagement. The present study examines the relationship between smartphone usage and academic performance among higher education students in District Baramulla, Jammu and Kashmir, using the conceptual framework of Han and Yi. A mixed method approach was adopted with a sample of two hundred students drawn equally from four higher education institutions. Data were collected using a structured questionnaire measuring interaction competency, smartphone self-efficacy, behavioral intention to use smartphones, and academic performance, supplemented by qualitative interviews. Quantitative data were analyzed using descriptive statistics, Cronbach alpha, and Pearson product moment correlation, while qualitative responses were examined thematically. The findings indicated positive relationships among interaction competency, smartphone self-efficacy, behavioral intention, and academic performance. Students with greater confidence and competence in using smartphones for academic purposes demonstrated stronger intentions to integrate smartphones into their learning activities and reported more favourable academic outcomes. The qualitative findings further highlighted the usefulness of smartphones for academic communication, collaboration, accessing learning resources, and flexible study. At the same time, students identified distractions, excessive nonacademic use, and connectivity related difficulties as important concerns. Overall, the findings suggest that the academic value of smartphones depends not merely on access to the technology but on students&rsquo; digital competence, self-efficacy, purposeful use, and ability to regulate nonacademic distractions.</p>