Digital inclusion in educational practices with groups considered vulnerable

Abstract

The rapid rise in the use and commercialization of digital technologies has led to an increasing diversification of the groups demanding legitimate participation in a new digital citizenship, which operates through a wide range of social and educational dynamics enabled by applications, platforms or artificial intelligence resources. In the face of limited knowledge, uncertainty and the perception of vulnerability grow among disadvantaged social groups. The objective of this study is to describe socio-educational practices related to the digital inclusion of individuals who have been rendered invisible in this context, and to analyze the potential risks of exclusion along with possible alternative approaches to address them. A systematic literature review was conducted, with search criteria based on the selection of documents published from 2022 onward, using keyword strings relevant to the studied theme. The main results point to the benefits of critical thinking in the midst of transformations involving marked technological disruption in certain sectors and a marked trend toward innovation, which is presented as a primary strategy in institutional development plans.