Track 12. 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, more commonly referred to as screens. This reality is transforming our ways of thinking and communicating making an impact on the scenarios where subjects carry out their own identity configuration and development. Firstly, hyperconnectivity, as a structural phenomenon and cultural characteristic, begins to be a very noticeable reality impacting our forms of action and interaction, in the processes of identity construction. This need to be always connected has led us to live through a screen, in an OnLife world. Secondly, we are increasingly living 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 a culture is an object that produces addiction and loss of the sense of self and, on the other hand, it breaks with the vital need of human connection with its natural environment. In this line, this track aims to study the processes of construction, destruction and reconstruction of the OnLife self and the impact that this phenomenon has in the externalization of our public self and the deficit of nature. We are looking for proposals that make the ways in which people’s identity can be affected by the use of the screens and the nature deficit disorder.


  • 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

Track Scientific Committee

Alberto Sánchez Rojo, Universidad Complutense de Madrid, Spain,
Alicia Murciano Hueso, University of Salamanca, Spain
Bárbara Mariana Gutiérrez Pérez, University of Salamanca, Spain,
Bianca Thoilliez Ruano, Autonomous University of Madrid, Spain,
Clara Romero Pérez, University of Sevilla,
Cristina Mesuita, Instituto Politécnico de Bragança, Portugal,
Eduardo Vila Merino, University of Malaga, Spain,
Elena Pacetti, University of Bologna, Italy,
Fernando Gil Cantero, Complutense University of Madrid Spain,
Francisco Esteban Bara, University of Barcelona, Spain,
Jesús Ruedas Caletrio, University of Salamanca, Spain,
Juan García Gutiérrez, National University of Distance Education, 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, University of Santiago de Compostela, Spain,
María do Rosário Pinheiro, Universidade de Coimbra, Portugal,
Miriam Prieto Egido, Autonomous University of Madrid, mailto:
Rocío Nicolás López, Complutense University of Madrid, Spain,
Sara Serrate González, University of Salamanca, Spain,
Tania Alonso Sainz, Complutense University of Madrid, Spain,
Trevor Spratt, Trinity College Dublin, Ireland,


José Manuel Muñoz-Rodríguez
University of Salamanca, Spain

Judith Martin Lucas
University of Salamanca, Spain

Teresa Pessoa
Universidade de Coimbra, Portugal