Social Education in the Digital Age: Perspectives on Justice, Inclusion, and the Common Good
Abstract
This editorial reflects on the challenges and opportunities that the digital age poses for Social Education, placing digital inclusion, social justice, and the protection of rights at the core of contemporary socio-educational practice. It examines the social transformations generated by digitalization and their impact on everyday life, highlighting how structural inequalities are reproduced, and sometimes intensified, within digital environments. Drawing on recent contributions in the field, the text discusses digital divides in access and use, citizenship and participation in mediated contexts, and the diverse ways in which people engage with technologies across the life course. The editorial emphasizes the essential role of Social Education professionals as mediators and companions in processes that combine technological, educational, and social dimensions. Finally, it invites collective reflection on how to strengthen ethical, situated, and community-oriented socio-educational practices in increasingly digitalized societies.
Downloads
-
Abstract234
-
PDF (Español (España))115
References
Buente, W. (2011). Modeling citizenship information behavior and political action. Proceedings of the 2011 iConference, 842–843. https://doi.org/10.1145/1940761.1940932
Cogo, D., Dutra-Brignol, L., y Fragoso, S. (2014). Prácticas cotidianas de acceso a las TIC: otro modo de comprender la inclusión digital. Palabra Clave, 18(1), 156–183. https://palabraclave.unisabana.edu.co/index.php/palabraclave/article/view/4155
Cortesi, S., Hasse, A., Lombana-Bermudez, A., Kim, S., y Gasser, U. (2020). Youth and digital citizenship+ (Plus): Understanding skills for a digital world. Berkman Klein Center for Internet & Society. https://dash.harvard.edu/entities/publication/520a6607-1a72-44a9-ac30-10b1016e8261
Choi, M., Glassman, M. y Cristol, D. (2017). What it means to be a citizen in the internet age: Development of a reliable and valid digital citizenship scale. Computers & Education, 107, 100–112. https://10.1016/j.compedu.2017.01.002
Colón Vargas, N. (2025). Exploiting the margin: How capitalism fuels AI at the expense of minoritized groups. AI and Ethics, 5(2), 1871–1876. https://doi.org/10.1007/s43681-024-00502-w
Díez-Gutiérrez, E.J. y Muñiz-Cortijo, L.M. (2022). La educación social en la escuela: una revisión actualizada. Revista de Investigación Educativa, 40(2), 403-419. http://dx.doi.org/10.6018/rie.454511
Eubanks, V. (2018). Automating Inequality: How High-Tech Tools Profile, Police, and Punish the Poor. St. Martin’s Press.
Emejulu, A. y McGregor, C. (2019). Towards a radical digital citizenship in digital education. Critical Studies in Education, 60(1), 131-147. https://doi.org/10.1080/17508487.2016.1234494
European Commission. (2022). DigComp 2.2: The Digital Competence Framework for Citizens. Publications Office of the European Union. https://doi.org/10.2760/115376
Fantova, F. (2020). Los servicios sociales ante la inteligencia de grandes cantidades de datos (big data). Fundación iSocial. https://isocial.cat/wp-content/uploads/2022/04/F.Fantova-2020-big-data-y-servicios-sociales-1.pdf
Fernández de Castro, P., Sampedro, V., Aranda, D., y Moyano, S. (2020). Educación social digital: Una revisión sistemática. Universitat Oberta de Catalunya. DOI: 10.7238/uoc.educacion.social.digital.2020. https://hdl.handle.net/10609/122706
Gaintza Jauregi, Z. (2021). El desarrollo comunitario en el marco de la educación social: una aproximación epistemológica. Educació Social. Revista d’Intervenció Socioeducativa, 79, 103–122. https://raco.cat/index.php/EducacioSocial/article/view/368066/488131
Kerexeta-brazal, I.; Darretxe-Urrutxi, L. y Martínez-Monje, P. M. (2022). Competencia digital docente e Inclusión Educativa en la escuela. Una revisión sistemática. Campus Virtuales, 11(2), 63-73. https://doi.org/10.54988/cv.2022.2.885
Martín García, A. (coord.) (2024). La pedagogía social en una sociedad digital e hiperconectada: desafíos y propuestas. Ediciones Universidad de Salamanca. https://www.eusal.es/eusal/catalog/book/978-84-1091-009-6
Montalbá Ocaña, C., y Russo Botero, M. (2021). Intervención social-digital: ¿Hacia qué futuro queremos caminar? Sociología y tecnociencia, 11 (2), 310-325. https://doi.org/10.24197/st.2.2021.310-325
Nolasco-Vázquez, P. y Edel-Navarro, R. (2020). Nodos digitales para el desarrollo comunitario: un modelo para la educación no formal. Sinéctica, 54, e1044. https://doi.org/10.31391/S2007-7033(2020)0054-013
Palmeiro, R., Pereda, V., y Aires, L. (2020). Digital inclusion programs: the case of the Basque Country. Revista Lusófona De Educação, 45(45). https://doi.org/10.24140/issn.1645-7250.rle45.05
Román, M. M. (2019). Entornos personales de aprendizaje (PLE) en estudiantes universitarios: Modelo y rediseño de un instrumento de análisis [Tesis doctoral, Universidad de Murcia]. Digitum. https://hdl.handle.net/10201/73261
O'Neil, C. (2018). Armas de destrucción matemática: cómo el big data aumenta la desigualdad y amenaza la democracia. Capitán Swing Libros.
Tully, S. M., Longoni, C., y Appel, G. (2025). Lower Artificial Intelligence Literacy Predicts Greater AI Receptivity. Journal of Marketing, 89(5), 1-20. https://doi.org/10.1177/00222429251314491
Copyright (c) 2025 María del Mar Román García, Itziar Kerexeta Brazal

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Those authors who have publications with this journal accept the following terms:
a. The authors will retain their copyright and guarantee the journal the right of first publication of their work, which will be simultaneously subject to the Creative Commons License. Non-commercial attribution 4.0 International that allows to share, copy, and redistribute the material in any medium or format and adapt, remix, transform and build on the material in the following terms:
Recognition - You must give the appropriate credit, provide a link to the license, and indicate if changes have been made. You may do so in any reasonable manner, but not in a way that suggests that the licensor or its use endorses it. Non-commercial - You cannot use the material for commercial purposes. Share under it - If you remix, transform, or create on the material, your contributions must be distributed under the same license as the original.
b. Authors may adopt other non-exclusive licensing agreements for the distribution of the published work (e.g. deposit it in an institutional telematic file or publish it in a monographic volume) whenever the initial publication in this journal is indicated.
c. Authors are allowed and encouraged to distribute their work through the Internet (e.g. in institutional telematic archives or on their website) before and during the submission process, which can produce interesting exchanges and increase citations of the published work. (See The effect of open access).
d. In any case, the Editorial Team understands that the opinions expressed by the authors are their exclusive responsibility.
