Around 96% have some access to laptops, desktops or Tab, but many still finalize tasks via phones

Phones are central because logins, notifications, group chats are phone-based

Even with laptops, students prefer submitting via phone for convenience and integration

Fewer “stacked” barriers compared to rural peers, but still report outdated laptops that lag or crash

Phones perceived as more reliable, faster to open apps/learning platforms

Higher broadband access than other groups (urban households)

Phones ensure mobility and flexibility; students can switch between Wi-Fi and mobile data

Optimized phone content reduces stress

Much lower laptop access; often rely on borrowed or shared devices (siblings' laptop for assignments)

Phones not just supplementary but primary tools for drafting, submitting and even extended typing (when laptops are unavailable or unusable)

Face “stacked constraints”: Old/overheating phones.

Around 79% respondents confirmed the reliance on mobile-data-only connections. Frequent power outages

Limited quiet spaces

Phones become critical for short, offline-accessible, data-light learning materials

Lowest broadband access (most depend on mobile data)

Phone-optimized content (small files, downloadable lectures, audio-only participation) is the difference between inclusion and exclusion

Phones allow continuity even during outages (charging via small power banks)

Many teachers own laptops or desktops, but recognize students' unequal access

Increasingly design learning materials to be phone compatible (smaller file sizes, WhatsApp/FB group sharing)

Aware of rural students' device and power limitations

Acknowledge phones as the “lowest common denominator” device design around them, rather than for laptops or desktops

Report home Wi-Fi access itself, but adjust practices (e.g. flexible deadlines, asynchronous submissions) to accommodate students with only mobile data

Accept phone-based submissions (photos of handwritten work, voice notes, short essays)