DIGITAL LITERACY AND SOCIAL CHANGE: THE IMPACT OF ONLINE LEARNING PLATFORMS ON THE SOCIAL INTERACTIONS OF YOUNG PEOPLE IN THE UK

Abstract

The development of digital technology has transformed the way adolescents learn and interact socially, particularly through the use of online learning platforms. This study aims to explore the influence of digital literacy on the social interactions and well-being of adolescents in the UK, and to analyze the role of digital literacy as a mediator in mitigating the negative impacts of online learning. The research approach used was qualitative, with data collection methods consisting of semi-structured interviews, participant observation, and documentation from adolescents aged 13–18 in several UK secondary schools. The results show that digital literacy levels influence adolescents' ability to use online platforms effectively and determine the quality of their online and face-to-face social interactions. Adolescents with high digital literacy are able to collaborate, communicate, and manage screen time healthily, thus maintaining emotional well-being. Conversely, low digital literacy can potentially lead to technical difficulties, social isolation, and digital stress. These findings emphasize the importance of digital literacy development strategies, integration of online and face-to-face interactions, and socio-emotional support to optimize the benefits of online learning for adolescents' social development. This study contributes to the understanding of the relationship between digital literacy, online learning, and adolescents' social well-being, while also providing a basis for recommendations for balanced digital-based education policies.