Gender Differences in Mobile Device Usage and ICT Competency among Secondary School Students: Evidence from Government Schools of Madhya Pradesh

The widespread integration of mobile devices into secondary education has transformed the way students learn, communicate, and access information. Smartphones and other internet-enabled devices have become valuable educational resources that support digital learning, collaborative communication, and the development of Information and Communication Technology (ICT) competencies. Although mobile technologies provide significant educational opportunities, concerns remain regarding differences in their usage patterns and digital competencies among boys and girls. Understanding these gender-based differences is essential for promoting equitable access to digital learning and strengthening ICT competencies in school education. The present study examined gender differences in mobile device usage and ICT competency among secondary school students studying in Government schools of Madhya Pradesh. A descriptive survey research design was employed. Data were collected from 830 secondary school students selected from different categories of Government schools through a structured questionnaire developed by the researcher. The collected data were analyzed using frequency distribution and percentage analysis. The findings indicate that mobile devices have become an integral part of students' educational experiences. Most students reported using smartphones primarily for studies, homework, information searching, and online learning. Although boys and girls demonstrated almost equal access to mobile devices, noticeable differences were observed in digital awareness and screen-time monitoring behaviour. Boys reported comparatively greater familiarity with smartphone settings and digital monitoring features, whereas girls demonstrated similar levels of educational use but relatively lower awareness of screen-time management tools. The study further revealed that educational use of mobile devices positively contributed to ICT competency among both genders. The study concludes that the remaining gender differences are associated primarily with digital awareness rather than access to technology. Strengthening gender-inclusive digital literacy programmes, responsible mobile usage practices, and ICT-based learning opportunities can further reduce these differences and improve students' technological competencies.