Editorial

Abstract

In recent times, the use of cell phones or mobile devices in schools has often been debated in the media and in education circles and conferences. For many educators the availability of cell phone technology has opened new education delivery opportunities whilst for others it has become a serious bone of contention. A review of the literature shows that mobile phones are changing behaviour, relationships, communication and the dynamics of physical environments. Most people, including academics and teachers, will readily admit that reliance on mobile technology for everyday activities has increased. Consequently, “nomophobia”, defined as the fear of being without one’s mobile phone, has emerged as a new phobia. In our opening article Zyliekha Matwadia provides us with an overview of research into nomophobia as a possible mental health disorder. Sticking with the psychological theme, Gore and associates present their findings on research into teachers’ perceptions of the psycho-social effects of COVID-19 on learners’ well-being and we close the section on education psychology with an article on the Self-Assessment Inclusion Scale (SAIS) by Panagiotis Paoullis, Eleni Samsari and Agathi Argyriadi.