The Paradox of Digital Connectivity: Group - Centered Education as a Pathway for Developing Essential Life and Civic Skills
Year: 2025
Type: article
Abstract: In an era defined by unprecedented digital connectivity, individuals appear closer than ever; yet, true connection and social interaction remain elusive. This paradox of digital connectivity reveals that, while technology promises ease and connection, it often deepens our reliance on comfort, creating a barrier to genuine interpersonal interactions (Warschauer, 2003). Education today faces the immense challenge of equipping the current generation with essential life and civic skills in a digital landscape that offers minimal support for developing qualities like empathy, collaboration, and resilience (Guerrero Elecalde et al., 2024). Group-centered education emerges as a response to these limitations, redefining the classroom into a shared, socially interactive space that prioritizes group dynamics, empathy, and teamwork over individualistic learning paths (Desjardins & Wiksten, 2022). Embracing technological evolution is essential, yet education remains the key to a balanced world, where group-centered education can act as a pillar for harmonious and balanced development, fostering social and civic engagement critical for today's learners (CERL Georgetown University, 2024). This work demonstrates that a skilled educator can harness the group’s potential remarkably, encouraging collaboration and engagement that foster socially resilient individuals (Fink, 2014). By fostering cooperative learning and emphasizing civic engagement, group-centered education reimagines the classroom as a foundational community for cultivating critical life and civic skills essential for students to thrive both personally and socially. Research indicates that when effectively managed, group-centered settings allow students to overcome individualistic barriers and promote robust civic engagement and collaborative problem-solving skills (Barron, 2003).
Source: Journal Plus Education
Author: RALUCA ROXANA VOSTINAR
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4408438061