The proliferation of smartphones among college students in India has emerged as a pressing pedagogical concern, particularly in the era of the National Education Policy (NEP) 2020, which aspires to foster critical thinking, holistic development, and self-directed learning. This study investigates the relationship between smartphone dependency and its effects on study habits, academic performance, and cognitive functioning among undergraduate students in Indian colleges. A cross-sectional survey-based methodology was adopted, with data collected from 300 undergraduate students (aged 18–24 years) across three government-aided degree colleges in northern India. The Smartphone Addiction Scale–Short Version (SAS-SV) was used to categorise students into dependent and non-dependent groups. Results indicate that students classified as smartphone-dependent reported significantly fewer daily study hours (3.1 hrs vs. 5.2 hrs), lower academic GPA scores (6.3 vs. 7.8 on a 10-point scale), and higher rates of attentional difficulties (71.7% vs. 29.2%). The study further identifies nocturnal phone use, multitasking during study sessions, and constant notification interruptions as primary disruptors of deep learning. These findings are examined through the lens of NEP 2020 competency goals, suggesting that unregulated smartphone use poses a structural challenge to achieving the policy's vision of experiential, inquiry-based education. The paper concludes with evidence-informed recommendations for educators, institutions, and policymakers.
Smartphone dependency, study habits, cognitive performance, NEP 2020, undergraduate students, digital distraction, academic achievement, India
. Effect of Smartphone Dependency on Study Habits and Cognitive Performance among College Students. Indian Journal of Modern Research and Reviews. 2026; 4(4):89-94
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