Psychological Well-Being and Digitalization in Education

319.9K

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119

authors

28

articles

Psychological Well-Being and Digitalization in Education

319.9K

views

119

authors

28

articles

Editors

3

Francisco Alcantud-Marín

University of Valencia

Ángel De-Juanas

National University of Distance Education (UNED)

Yurena Alonso

Instituto de Neurociencia IUNE, Facultad de Psicología, Universidad de La Laguna

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This Research Topic is based on the XI International Conference of Psychology and Education: From Psychological Well-Being and Digitalization, 26-28 June 2023, Valencia, Spain.

Over the last few years, we have experienced what can perhaps be called the most serious socio-sanitary crisis of the last century. The containment measures imposed by the authorities in almost all countries (confinement, quarantine, social distancing, etc.) have had serious consequences. In terms of education, the interruption of social, school, and educational activities has led to a decline in the development of children at this stage of their education, young adolescents have seen their possibilities for socialization diminished and the consequences are still being evaluated.

On the other hand, in order to alleviate, as far as possible, the effects of the necessary confinements, the use of information and communication technologies has been promoted. In the mid-90s of the last century, the use of the Internet began to become popular, promoting the development of social networks, OTT (over-the-top) platforms, e-learning, etc. However, it was during the COVID-19 pandemic years, due to the restrictions imposed, that the use of screens grew exponentially. The process of widespread digitalization of services has required the population to improve their skills in the use of these tools, increasing the unequal implementation that was already perceived among different social groups. Older people have seen their possibilities for social participation diminished by a lack of digital skills; the most economically vulnerable social groups have not only been segregated by a lack of digital skills, but also by inaccessibility to the necessary technological means. On the other hand, due to confinement, excessive exposure to screens is also generating adverse effects (addictions, anxiety and depression, distorted perception of self-image, values, etc.), all risks that are accentuated in the child and youth population.

The aim of this Research Topic is to compile work on the effect of the disruption of teaching during the period of the COVID-19 pandemic and the increased use of screens on both learning and leisure for school-aged children and young people.

A further aim is to reflect the concern that professionals and scientists have about the short, medium and long-term consequences that these events may have on the development of children and young people who have experienced these circumstances. We therefore invite all researchers and professionals in the field of psychology and education to contribute their studies and conclusions on this subject.

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Editors

Francisco Alcantud-Marín

University of Valencia

Ángel De-Juanas

National University of Distance Education (UNED)

Yurena Alonso

Instituto de Neurociencia IUNE, Facultad de Psicología, Universidad de La Laguna

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Published In

Frontiers in Psychology

Educational Psychology

Frontiers in Education

Digital Education

Frontiers in Computer Science

Digital Education

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