THE PARADOX OF DIGITAL CONNECTIVITY: GROUP - CENTERED EDUCATION AS A PATHWAY FOR DEVELOPING ESSENTIAL LIFE AND CIVIC SKILLS

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).