identity

This paper discusses the first results of the CONECT-ID project, which addresses young people’s digital identities from the perspective of hyperconnectivity based on their perception of time in digital leisure. Its main objective is to analyse young people’s time management and their hyper-connected perception of time. To do so, a qualitative study was performed using discussion groups with 130 participants organised in groups of respondents aged 12 to 16 and 16 to 18. Analysis was then performed using the NVivo software program. The results showed a difference in use and tools between the age groups. Both sets of groups claim to lose the concept of time, in particular the older ones. Younger respondents report having less availability of screens and more parental controls, while in contrast older ones state that they use the time management strategy less as self-regulation. School controls refer to students not being allowed to take mobile phones to school or use them there. It is apparent that the construction of young persons’ identity is a continuum between different virtual spaces and times and face to face situations. Young people with less parental control over time management require more self-management and self-regulation mechanisms. The results found warrant focussing pedagogical discourse on designing and promoting quality educational actions that make it possible to go beyond setting limits. This can be achieved by working on establishing healthy interpersonal relationships, social and communication skills, and time management in a range of settings that provide lasting benefits beyond mere entertainment.

Please, cite this article as follows: Muñoz-Rodríguez, J. M., Torrijos Fincias, P., Serrate González, S., & Murciano Hueso, A. (2020). Entornos digitales, conectividad y educación. Percepción y gestión del tiempo en la construcción de la identidad digital de la juventud | Digital environments, connectivity and education: Time perception and management in the construction of young people’s digital identity. Revista Española de Pedagogía, 78 (277), 457-475. doi: https://doi.org/10.22550/REP78-3-2020-07

In this article, the experience lived by the sons and daugthers of moroccan inmigrants during the process of construction of their identities is studied in the contexts of the Spanish culture and society. Our study shows the most important difficulties of those children building their identity beetween the values  of their own society and those of the Spanishs one, offering useful suggestions in order to elaborate educational strategies to improve the process of construction of their identities.

The article gathers the contributions from theory of education can be done to the discussion about the value of the collective identities that usually is only confronted from the political or philosophical point of view. From education some contributions can be done that help us to identify criteria that favour the personal development offered by concrete forms to live the collective identity as the idea of nation and the idea of culture. The purpose is to find educative criteria to live the membership to a human group so that this one becomes a moral community and an important piece for its development and not in a totalitarian and reducing element.

Key words: National education, Cultural education, Identity, Moral community, Civic education