Promoting Well-being in Digital Education, Proposal for a Model of Emerging Practices
Report
Author(s) / editor(s):
CENTENO Clara; LEIPUTĖ Beatričė; LANGHAM Ella; KAMPYLIS Panagiotis; MONGE ROFFARELLO Alberto; HILLMAN Velislava; GAUSAS Simonas; SVEDKAUSKIENE A.
Year: 2025
Language(s): English
Abstract:
This study examines the integration of well-being principles into digital education within the European Union, emphasizing the necessity for comprehensive policies that prioritize Well-being in Digital Education (WBDE). The research highlights the critical need for balanced use of digital technologies, advocating for age-appropriate and purposeful integration to mitigate negative impacts on physical, psychological, and social well-being. Key considerations such as data privacy, safety, and accessibility as well as promoting positive social interactions are identified as essential design elements that support learner well-being. The persistent digital divide emerges as a significant barrier, with recommendations to address disparities in digital competences and access to technology. The study underscores the effectiveness of a whole-school approach combined with community involvement, fostering a shared responsibility among school leaders, educators, learners, parents, and the community. Collaboration among stakeholders, including policymakers and EdTech providers, is essential to develop strategies that integrate well-being principles into both school and home environments. This research suggests that through integrated policies, mindful technology use, and collaborative efforts, educational systems can create supportive, inclusive, and well-rounded digital learning environments.
https://dx.doi.org/10.2760/4054846
Post created by: Virginia Signorini