Daily immersion of modern learners in digital technologies from one side and using these technologies for teaching-learning purposes, on the other hand, has created a new problem called digital distraction. The current research aims to investigate the phenomenon of digital distraction and provide solutions to reduce and manage it. The qualitative research method is based on grounded theory. The field of study was the undergraduate students of the Faculty of Educational Sciences and Psychology of Birjand University, and 30 of them were selected as participants in the research. The purposeful sampling method and semi-structured interview were the measurement tools. After the 30th interview, the resulting convergence and the data reached theoretical saturation. Data analysis using three stages of open, central, and selective coding led to the extraction of 32 subcategories, 6 main categories including 1) effective teaching; 2) digital literacy; 3) continuous evaluation; 4) class management; 5) time management and 6) learning environment were identified as effective strategies for managing and reducing learners' digital distraction. It is suggested that respected university professors inform other professors about their own lived experiences of managing students' digital distractions in the form of research or holding educational workshops. Additionally, holding conferences on the pathology of digital learning tools in cooperation with the Ministry of Education is recommended. It is important to hold life skills workshops to make students more familiar with the harms of digital tools and to use them consciously to improve their personal and academic lives. Furthermore, the designers of platforms and systems for holding electronic classes should create an interactive space with the ability to establish two-way communication.