Digital risks and coexistence in school contexts

Abstract

The rise of digital risks within educational environments poses new challenges for school coexistence and the development of students' socio-emotional competencies. This study aimed to characterize the socio-emotional competencies involved in resolving school conflicts within virtual environments, particularly in situations associated with cyberbullying, grooming, sexting, doomscrolling, and body shaming among students at the main campus of the Colegio Acción Comunal de Fusagasugá, Colombia. Methodologically, a qualitative study was conducted through focus groups with open-ended questions to explore students' interests, needs, and expectations regarding digital risks and their impact on school coexistence. The pedagogical process addressed themes related to digital safety and responsible technology use, alongside the creation of textual, visual, and audiovisual materials and the design of awareness campaigns on the appropriate use of digital tools. The results demonstrate a need to strengthen socio-emotional competencies for conflict management in virtual settings and to develop pedagogical strategies that integrate critical reflection on digital risks into school life. The study’s impact lies in providing educational guidelines for preventing digital violence and enhancing coexistence in school contexts. It is concluded that the pedagogical approach to digital risks requires recognizing students' interests and needs while promoting interdisciplinary frameworks that link socio-emotional education, digital literacy, and coexistence training. The scientific contribution consists of integrating socio-emotional education with participatory pedagogical strategies to understand and prevent conflicts in school digital environments.