The educational rescue of attention, tangled between screens
DOI:
https://doi.org/10.24310/mar.6.2.2025.22062Keywords:
social media, teenager mental health , misinformation, digital self-regulation, educational pedagogyAbstract
Are the mental deterioration of youth and the anti-democratic political drift linked to the explosion of screens and social media? These platforms constitute the environments inhabited by new generations, guided by complex and opaque algorithms, of which we do not seem to be sufficiently aware of their decisive influence. They offer extraordinary opportunities as search engines, social relations, shopping centers, public squares, identity showcases, and platforms for belonging and political activism. Billions of people, defenseless, engage with them daily, yet few understand their structure, functioning, and consequences. The article analyzes the complex and subtle components of these carefully designed and nurtured platforms that aim to capture and hijack users' attention to maximize the economic benefit of their owners: a liquid, addictive, and sticky syntactic structure combined with an invisible, banal, and extreme neoliberal semantics of misinformation and post-truth. It highlights the most concerning social effects on the mental health of adolescents, as well as the deterioration of democratic coexistence, and suggests urgent challenges and commitments for a truly educational pedagogical revolution to rescue the learners attention.
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