Track 06. Identity and Education. Identity Construction Processes in Hyperconnected and Natural Ecosystems

We live in a technology-driven society, where nothing escapes the hyperconnectivity generated by the latest technological artifacts and devices, commonly called screens. This reality is transforming our ways of thinking and communicating, impacting the scenarios in which subjects carry out their own identity configuration and development. In this context, the rapid expansion of generative artificial intelligence adds a new layer of complexity, as these technologies not only mediate access to information but also actively produce content, narratives, and representations that influence how individuals perceive themselves and others, particularly from an early age. Firstly, hyperconnectivity, as a structural phenomenon and cultural characteristic, has become a very noticeable reality impacting our forms of action and interaction in the processes of identity construction. This need to always be connected has led us to live through a screen, in an OnLife world, where generative AI increasingly participates in learning, communication, creativity, and decision-making, reshaping notions of authorship, autonomy, and agency. Secondly, we increasingly live away from contact with nature, which results in a wide range of behavioral problems known as nature deficit disorder. This confluence between a vital natural environment and an artificial digital environment causes a duality in our development, where possible conflict arises when the technological environment—rather than functioning as a shared culture—becomes an object that produces addiction and loss of the sense of self, while also breaking with the vital human need for connection with the natural environment. In this line, this track aims to study the processes of construction, destruction, and reconstruction of the OnLife self, as well as the impact that hyperconnectivity, generative AI, and the deficit of nature have on the externalization of our public self. We are looking for proposals that explore the ways in which people’s identities may be affected by the intensive use of screens, the growing presence of generative artificial intelligence, and the experience of nature deficit disorder.

Topics

• Children, youth and screens
• Leisure, nature and technology
• Learning in virtual and natural environments
• Nature Deficit Disorder
• Use of Technology and school
• Education policy and technology
• Identity construction in a hypertechnological world
• Digital identity and elderly
• Gerontechnology
• OnLife learning processes
• Contexts, mechanisms of constructing human experience
• Technological fix to restore the human-nature bond
• Educative innovation: discourses and practices
• Generative Artificial Intelligence, family mediation and identity development
• Emotional and educational implications of generative AI in family–school ecosystems
• Teachers facing generative AI: challenges, meanings and educational responses

Track Scientific Committee

Alberto Sánchez Rojo, Universidad Complutense de Madrid, Spain
Alicia Murciano Hueso, Universidad de Salamanca, Spain
Bárbara Mariana Gutiérrez Pérez, Universidad de Salamanca, Spain
Bianca Thoilliez Ruano, Universidad Autónoma de Madrid, Spain
Clara Romero Pérez, Universidad de Sevilla, Spain
Cristina Mesquita, Instituto Politécnico de Bragança, Portugal
Eduardo Vila Merino, Universidad de Malaga, Spain
Elena Pacetti, Università di Bologna, Italy
Elisa Serrano, Umeå Universitet, Sweden
Fernando Gil Cantero, Universidad Complutense de Madrid, Spain
Francisco Esteban Bara, Universitat de Barcelona, Spain
Judith Martín Lucas, Universidad de Salamanca, Spain
Juan García Gutiérrez, Universidad Nacional de Educación a Distancia, Spain
Luciano Carlos Mendes de Freitas Filho, Universidade Federal do Rio de Janeiro, Brazil
Luis Guilherme Augsburger, Universidade do Estado de Santa Catarina, Brazil
Mª María del Mar Lorenzo Moledo, Universidad de Santiago de Compostela, Spain
María do Rosário Pinheiro, Universidade de Coimbra, Portugal
Miriam Prieto Egido, Universidad Autónoma de Madrid, Spain
Rocío Nicolás López, Universidad Complutense de Madrid, Spain
Sara Serrate González, Universidad de Salamanca, Spain
Tania Alonso Sainz, Universidad Complutense de Madrid, Spain

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