La enseñanza de la convivencia digital en escuelas secundarias porteñas

In recent decades, digital coexistence has become a relevant topic for secondary education. This study addresses its teaching in social sciences, using a qualitative methodology and a multiple case design. Didactic sequences were implemented in three courses, focused on the co-construction of knowledge between teachers and students. The results show a lack of clear definitions about digital coexistence in educational programs. Three key dimensions were identified: social media experiences, problem identification, and normalization of violence. It is concluded that teaching should be a co-construction process, promoting dialogue and critical reflection to form responsible and critical citizens in digital environments

Digital signal · Digital literacy in education · E-Learning and Knowledge Management · Educational Innovations and Technology · Software