Abstract

The prevalence of Phubbing Behavior among higher education students, particularly in urban and rural institutes, underscores the need to understand its motivations, consequences, and socio-cultural influences. Phubbing, defined as the act of prioritizing smart phone engagement over immediate social interactions, poses challenges to interpersonal relationships and academic engagement. Through focus group discussions and quantitative analysis involving243participants, this study explores gender differences, institutional influences, and education levels regarding pubbing behaviour. Female participants emphasized the importance of staying connected through smart phones, while males highlighted entertainment as a primary motivation. Urban students felt pressured to stay online due to fear of missing out, contrasting with rural students' sporadic access to technology. Statistical analyses revealed no significant differences in phubbing behavior based on gender, institutional setting, or education level. These findings suggest the need for tailored interventions to promote digital mindfulness and healthy communication habits among higher education students. By understanding the complex interplay between technology, social norms, and individual motivations, educators can create inclusive environments conducive to academic success and positive social interactions. This research contributes to the ongoing dialogue surrounding smart phone usage and its impact on interpersonal dynamics within educational settings.