La situazione di emergenza sanitaria determinata dalla pandemia di Covid-19 non ha fatto altro che accelerare la legittimazione dell’educazione digitale come percorso di educazione alla cittadinanza, nonché l’acquisizione di una sua dignità istituzionale anche nel dibattito pubblico e politico.
This article proposes a reflection on the role of the school and the family in the prevention and reduction of cyberbullying in Montenegro, through the presentation of the key results of a research on children and Internet conducted by UNICEF in 2016. The starting hypothesis is that the lack of close and quality relationships between children and parents and between children and teachers presents one of the leading causes of peer violence, which becomes a more widespread problem with cyberbullying.
Starting with the concept of digital capital in social sciences, this article presents the key findings of the “Global Kids Online” nationally representative survey of primary and high school teachers’ digital skills and practices that was conducted in Montenegro with Unicef’s support in 2018.
© Università degli Studi di Roma "La Sapienza" - Piazzale Aldo Moro 5, 00185 Roma
