Decoding digital education notions and encoding critical thinking, human rights and participation for fairer digital societies

Tutkimustuotos: ArtikkeliTieteellinenvertaisarvioitu

5 Lataukset (Pure)

Abstrakti

This research explores descriptions of the educational digital divide in the context of surveillance capitalism, focusing on the concentration of knowledge and power over behavioural control. This gap has expanded the field of digital rights in the last decade and was accelerated with the COVID-19 brutal digital transformation. Advancing democracies in the digital age entail comprehensive efforts oriented by human rights including technologies, regulations, research and education. Knowledge in digitised societies has been fundamentally affected by what Zuboff defined as a stark ‘division of learning’, the axial point for the financial interest of big tech companies and governments. This study applied Systematic Literature Review to provide a broad overview of digital education’s key features, its contextual factors and elaborations around critical thinking, rights and participation. The exploratory analysis covered 66 peer-reviewed articles published in English after 2014. Results problematised dominant understandings for being mainly dedicated to blending digital technologies with traditional learning, minimally including the growing concerns from digital rights, and emphasising efficient educational management. Repairing this was grounded on a critical digital education decoding the social, political and environmental impacts and collectively encoding the common good.
AlkuperäiskieliEnglanti
JulkaisuSeminar.net
Vuosikerta20
Numero1
DOI - pysyväislinkit
TilaJulkaistu - 2024
OKM-julkaisutyyppiA1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä

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