About this Research Topic
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.
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.
Keywords: Well-being, Educational & Personal Developmental, Digitalization Process
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.
