Technology enables a more sustainable and universally accessible educational model. However, technology has brought a paradox into students' lives: it helps them engage in learning activities, but it is also a source of distraction. During the academic year 2021-2022, the authors conducted a study focusing on classroom distractions. One of the objectives was to identify the main digital distractions from the point of view of students. The study was carried out at an engineering school, where technology is fully integrated in the classroom and in the academic routines of teachers and students. Discussions and surveys, complemented by a statistical study based on bivariate correlations, were used with participating students (n = 105). Students considered digital distractions to have a significant impact on their performance in lab sessions. This performance was mainly self-assessed as improvable. Contrary to other contemporary research, the results were not influenced by the year of study of the subject, as the issue is important regardless of the students' backgrounds. Professors should implement strategies to raise students' awareness of the significant negative effects of digital distractions on their performance, as well as to develop students' self-control skills. This is of vital importance for the use of technology to be sustainable in the long-term.

翻译：技术使更加可持续和普遍可及的教育模式成为可能。然而，技术也给学生带来了一个悖论：它有助于他们参与学习活动，但同时也成为干扰源。在2021-2022学年期间，作者开展了一项针对课堂干扰的研究，其中目标之一是从学生视角识别主要的数字干扰。该研究在一所工程技术学院进行，该学院已将技术全面融入课堂及师生日常教学活动中。通过讨论和调查，辅以基于双变量相关性的统计研究，对参与的学生（n=105）进行了分析。学生认为数字干扰对其实验课表现产生了显著影响，且这些表现主要被自我评估为有待改进。与其他当代研究不同，本研究结果不受学生学习年级的影响，因为无论学生背景如何，该问题都具有重要性。教授应实施策略，提高学生对数字干扰对其学习表现的显著负面影响的认知，并培养学生的自我控制能力。这对技术的长期可持续应用至关重要。