10 Facilitators of sense of belonging through Digital Competences: a qualitative study with educational science students
From Firenze University Press Journal: Media Education
Laura Fernández-Rodrigo, Complutense University of Madrid
Arnau Erta-Majó, Universitat de Lleida
Simona Tirocchi, Università di Torino
In societies of the late modernity, characterized by complexity, fragmentation, uncertainty, globalization and rapid change (Bauman, 2000), people faces a lot of tensions and difficulties also on the level of the self-identity (Giddens, 2023), and are confronted with ever-changing inequalities, that sometimes result in situations of social exclusion. Moreover, since 2020, the explosion of pandemic has accentuated these critical situations, highlighting the difficulties of certain catego-ries and social groups, which have worsened their con-ditions more than others (e.g. women, children, older adults or people with disabilities) (Seifert et al., 2021). In this context, social inclusion becomes an increasingly difficult objective to achieve. Starting from the theore-tical framework of social inclusion and intersectionality (Creenshaw, 2017), from the educational research (Riley, 2019) and considering the role of digital technologies, we will try to explain the factors that can foster social inclu-sion, in particular in social groups. In this reconstruc-tion, the interdisciplinary contribution of social psycho-logy, and of the ecological system theory (Bronfenbren-ner, 1987) can be also very useful, as it can help to better frame the topic. Social inclusion is influenced by factors such as age, gender, ethnicity, and various other variables. In this sen-se, the concept of social exclusion is referred to “a process of declining participation, access, and solidarity” in two levels (Silver & Miller, 2003, p. 159): a) at the societal level, it is referred to the inadequate social cohesion or integration; b) at the individual level, it refers to the incapacity to participate in normatively expected social activities and to build meaningful social relations”.On the other side, inclusion involves the establishment of new pathways to foster interaction among individuals when discriminatory situations act as barriers to achieving their own goals (UNESCO, 2017). The intersectional approach (Creenshaw, 2017) emphasizes how multiple aspects of a person’s identity can intersect and lead to different forms of discrimination or privile-ge in terms of inclusion within a group. Adopting this approach, various variables such as physical attributes, disabilities, religion, culture, age, gender, sexuality, eco-nomic status, and nationality can be considered to iden-tify instances of exclusion and vulnerability within a social group from a comprehensive standpoint.In this context, Riley (2019), studying children and families at risk and vulnerability situations, suggests that cultivating a “sense of belonging” is a crucial factor for enhancing inclusion within a social group. The sense of belonging refers to the motivations and reasons indivi-duals have for being part of a group, accompanied by a sense of satisfaction and pride. Riley (2019) identifies three significant variables that influence an individual’s sense of belonging in a group: 1) Agency, as the indivi-dual’s ability to actively engage and make a meaningful difference within the group; 2) Tr u s t, it is demonstrated through shared expectations, ethics, and norms within an institution or organization, as well as through inte-ractions between individuals; and 3) Social capital, which encompasses the networks, social activities, and positive relationships that facilitate cooperation within and between groups.Specifically, agency is a sociological concept that has a long story, from Smith (1776) to the more recent the-ories. A good application of this concept is the one pro-posed by Giddens (1984), that opposes this concept to the social structure, defining agency as the capacity to act in the social structure. A second concept that we can consider in this framework it’s trust, a classical idea that we can find in social theory (Simmel, 1950). Analyzing sociological literature and referring to Simmel (1950) and Luhmann (1968), we can state that “trust is a social mechanism that derives from the basic fact that humans in society must act under conditions of uncertainty and a lack of knowledge” (Jakobsson & Stiernstedt, 2023, p. 483). Other definitions of trust are those of Coleman (1990), who defines trust as a decision to cooperate under uncertainty; while Hardin (2002), defines it as encapsu-lated interest, and, thus, an expectation: the expectation that the trustee encapsulates the interest of the truster. Finally, the third concept that we can consider is social capital. Formulated by Bourdieu (1986), social capital is part of a broader system, which consists in the social obligations that come with social relationships. Social capital refers to the collective resources that are intrin-sically “tied to membership in a specific group” (Julien, 2015, p. 364). Therefore, social interactions within social groups facilitate the exchange of social capital, strengthe-ning relationships and social standing. In addition to the three key concepts considered abo-ve, an additional factor to be considered within socie-ty and social groups is the pervasive presence of digital technologies, which have become an inherent part of individuals’ lives. In the context of Europe or other deve-loped nations, digital technologies contribute, together with other social agencies, to socialization and deve-lopment of identities, especially for young people and teens (Taddeo & Tirocchi, 2021). In the new mediascape characterized by the protagonism of digital platforms (Van Dijck, Poell, & de Waal, 2018), smartphones, in particular, have emerged as a gateway to a multitude of opportunities (Drusian et al., 2022), and in some cases, constitute a tool that allows even individuals facing vul-nerable circumstances and/or with a low socio-economic status to the use of digital technologies (Erta-Majó & Vaquero, 2023; Fernández-Rodrigo et al., 2019), Curren-tly, the debate on digital divide in Europe is not prima-rily focused on the accessibility of devices and tools, but rather on the way individuals employ them (Fernández Rodrigo, 2016). In this sense, the DigComp model of Digital Competences (European Commission, 2019, p. 10) involves the “confident, critical, and responsible use of, and engagement with, digital technologies for lear-ning, at work, and for participation in society. It is defi-ned as a combination of knowledge, skills, and attitudes”. This updated framework synthesis 21 competences in 5 dimensions (Vuorikari et al., 2022): information and data literacy; communication and collaboration; digital con-tent creation; safety; problem solving.Given the omnipresence of digital technologies in individuals’ lives and the imperative to foster inclusive and socio-educational initiatives in response to social exclusion, the central inquiry of this research becomes: How can the sense of belonging among individuals be promoted by leveraging DC to enhance inclusion within a social group?To address this question, the primary aim of this study is to describe the factors that foster a sense of belonging in social groups, taking into account the potentialities offered by digital technologies. The qualitative research presented in this article is guided by the following key inquiries:
Q1. What are the specific social groups that young indi-viduals feel a sense of belonging to, and how do they perceive this sense of belonging?
Q2. How do the components of Riley’s model (2019) manifest and manifest themselves in the context of belonging to these groups?
Q3. To what extent do DC contribute to improving the sense of belonging within social groups?
By examining these fundamental questions, we seek to provide a comprehensive understanding of the fac-tors that contribute to promoting a sense of belonging in social groups, with a particular focus on the role of DC.
DOI: https://doi.org/10.36253/me-14885
Read Full Text: https://oaj.fupress.net/index.php/med/article/view/14885
