Abstract
This study investigated the lived experiences of students facing digital distractions in learning. While existing literature discusses the presence of digital tools in education, there remains limited understanding of how students personally think, feel, and engage with digital tools during learning realities. This study used Descriptive Phenomenological approach as its research design to uncover the nuanced realities of students navigating digital distractions in learning. Anchoring the Thematic Analysis of Braun and Clark, this study explored the experiences of 5 participants from College of Education at Cebu Technological University-Moalboal Campus following the purposive sampling technique. Through rigorous data analysis, five core themes emerged which explicitly describe the students experiences in depth. The themes were summed and formed the word DRIFT, which stands for Double-edged Nature of Digital Tools in Learning, Rooted Triggers, Interrupted Learning Flow, Feelings of Falling Behind, and Trials of Digital Discipline. DRIFT reflects the internal and external challenges students face and the learning curves shaped by the influence of Digital tools. This study contributes to a deeper understanding of students’ perspective in a digitally evolving academic landscape, unveiling the need for educational policies that encompass regulations and monitoring mechanisms in managing digitalization during learning.
