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Volume 24, Issue 1
  • ISSN: 1539-7785
  • E-ISSN: 2048-0717

Abstract

This exploratory study examines the impact of the COVID-19 pandemic on the emergence of a new generation with goals and expectations distinct from those of previous cohorts. In the field of education, this new generation of centennials explores various paths of learning and professional development. They exhibit diverse learning styles and preferences in how they engage with and process information, underscoring the need for greater flexibility in pedagogical approaches. The concept of ‘digital natives’, proposed by Prensky in 2001, has become increasingly limited over time. For this reason, a renewed term is suggested: ‘digital inhabitants’ – a new phase that would succeed ‘digital natives’. These individuals seemingly master digital technologies, prioritize immediacy and navigate a hyperconnected world characterized by an overwhelming deluge of data and stimuli. In this environment, distinguishing between relevant and superfluous information becomes a crucial challenge for their cognitive development and critical capacity. The ability to filter, analyse and effectively utilize this informational overload should be an essential skill; however, its development is hindered.

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2025-07-22
2026-04-12

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/content/journals/10.1386/eme_00233_1
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From natives to digital inhabitants: An exploratory look into a new generation of individuals seduced by the apparent benefits of digital technologies
Explorations in Media Ecology 24, 5 (2025); https://doi.org/10.1386/eme_00233_1
/content/journals/10.1386/eme_00233_1
/content/journals/10.1386/eme_00233_1
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  • Article Type: Article
Keyword(s): attention fragmentation; digital identity; digital resilience; hyperconnectivity; information overload; media ecology; moral relativism; post-pandemic education

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