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Digital rights and responsibility in education: A scoping review

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DOI:

https://doi.org/10.14507/epaa.32.7899

Keywords:

digital rights, privacy, Internet use, citizenship education, ethics, educational technology

Abstract

Studies on digital rights in education have both gained attention and provided a framework for research, policy and practice in educational research within the field of educational technology. The potential benefits we appreciate in Internet use are inseparable from the maximum risks involved. Faced with this responsibility, individuals demand that their rights and freedoms be guaranteed in the digital environment according to their various roles as students, teachers, families or staff. This scoping review selects and analyses 54 theoretical and empirical studies from the last decade (2013-2023), identifying the main topics investigated as privacy protection in online environments, right to digital security or cybersecurity, and right to digital education. The review underscores the need to guide efforts towards digital education for citizens because the legal regulation of rights and responsibilities is necessary but insufficient. The paper also makes arguments about acceptance, limitations and implications for teacher training.

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Author Biographies

María-Jesús Gallego-Arrufat, Universidad de Granada

Full professor of educational technology, University of Granada, Spain. PhD in education. She is currently leading several projects on digital education, educational actions for digital citizenship, digital rights in education and digital competences of teachers in security. She also publishes on computer-supported learning, communities of inquiry, and blended and virtual learning in higher education. 

Inmaculada García-Martínez, Universidad de Granada

Assistant lecturer at the University of Granada (Spain). She has a PhD in education. She is currently working on professional identity and psychosocial factors related with teachers and professional development. She also investigated abourt educational technology and inclusive education. She has published several scientific articles on pedagogical leadership, school organization, educational technology and emotional intelligence. She is a member of the Ibero-American Network for the Development of Professional Teaching Identity. She has participated in several research projects funded by the Spanish Ministry of Education.

María-Asunción Romero-López, Universidad de Granada

Senior lecturer, University of Granada (Spain). PhD in education. Currently works on teachers and professional development, active methodologies and educational technology, has published several scientific articles on pedagogical leadership, educational technology and active methodologies, and has participated in several research projects funded by the Spanish Ministry of Education.

Norma Torres-Hernández, University of Jaén

Professor at the University of Jaén (Spain). PhD in education. Studies in communication, education and pedagogy. She publishes and researches digital competences in initial teacher training and data protection. Other research interests are: educational technology, curriculum, teacher training and formative assessment. She is currently involved in research projects on safe and responsible use of the Internet and digital rights.

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Published

2024-01-23

How to Cite

Gallego-Arrufat, M.-J., García-Martínez, I., Romero-López, M.-A., & Torres-Hernández, N. (2024). Digital rights and responsibility in education: A scoping review. Education Policy Analysis Archives, 32. https://doi.org/10.14507/epaa.32.7899

Issue

Vol. 32 (2024)

Section

Articles

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Copyright (c) 2024 María-Jesús Gallego-Arrufat, Inmaculada García-Martínez, María-Asunción Romero-López, Norma Torres-Hernández

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

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