Teacher Strategies in Developing Students’ Self-Control in the Digital Era: A Phenomenological Study in Elementary School

Abstract

This study aims to identify and analyze the strategies employed by elementary school teachers in fostering student self-control amidst the challenges of the digital era. Using a qualitative phenomenological approach, in-depth interviews and participatory observations were conducted with six teachers from SDN 4 Tangerang City. The findings reveal five core strategies: (1) cultivating positive daily habits, (2) teacher modeling of disciplined behavior, (3) facilitating active discussion and self-reflection, (4) providing wise and contextual guidance, and (5) integrating digital literacy into classroom instruction. These strategies effectively help students manage digital distractions, enhance awareness of gadget usage, and strengthen self-regulation. The study also highlights the critical role of school–parent collaboration in reinforcing consistent behavioral expectations. This research contributes to the literature on character education by positioning teachers as key facilitators who bridge digital competence and self-control development. The findings offer practical insights for educators, schools, and policymakers in designing responsive programs that nurture self-control as a foundational 21st-century skill.