Online and Onlife Identity in the Age of Artificial Intelligence: The Role of Schools and Educators4
Maria Concetta Carruba, Alessandro Barca
In today’s digital world influenced by artificial intelligence (AI), the development of personal identity online, within the context of an «onlife» existence, is a significant societal phenomenon. The concept of «onlife» represents a comprehensive approach to understanding human life in the modern world, where both offline and online experiences influence each other. Coined by Luciano Floridi, the term «onlife» suggests that our identities, relationships, and daily activities are increasingly shaped by digital interactions. In this context, personal identity is not limited to physical or temporal space, but is constructed through a variety of online experiences and interactions. This approach encompasses not only the use of digital technologies, but also their impact on our self-perception, social relationships, cognitive abilities, and societal participation. Individuals lead an «onlife» when their identities, experiences, and activities extend beyond the physical world, incorporating and integrating the digital dimensions of their existence. As a result, the «onlife» approach calls for a critical exploration of the ethical, social, and cultural implications of digital life, as well as ongoing reflection on how to educate future generations to navigate this complex environment responsibly and thoughtfully. Experts such as Floridi (2011) and Muñoz Rodríguez et al. (2020) have extensively studied how digital platforms shape the identities of young individuals, highlighting the need for educational institutions to promote a more ethical and comprehensive digital literacy. This educational priority is also emphasized by Sánchez-Rojo et al. (2022), who advocate for educational approaches that redefine «onlife» identities through critical pedagogy and reflective practices. The shift toward an «onlife» approach in education, as discussed by Pasta (2023) and Serrate-Gonzalez et al. (2023), requires a change in the way schools operate, focusing not only on teaching technical skills, but also on empowering students to navigate the ethical complexities of digital interactions and identity formation. This comprehensive approach is crucial in preparing students to responsibly manage their online presence and understand the long-term implications of their digital actions (Digennaro, 2024; Pasta, 2024). Teachers, as emphasized by Schlemmer et al. (2020) and Benvenuti et al. (2020), play a crucial role in guiding students toward a deeper understanding of their digital identities and in fostering a culture of digital citizenship. Training programs for educators should, therefore, prioritize not only technological proficiency but also ethical considerations, ensuring that teachers are equipped to facilitate meaningful discussions on digital ethics and identity in the classroom (Bruni et al., 2021; Sánchez-Rojo et al., 2022). In conclusion, as AI continues to shape the digital landscape, educational systems must prioritize the development of a new generation of digitally literate and ethically aware citizens. By incorporating insights from various scholarly perspectives on onlife identities and digital education, schools can empower students to navigate and contribute positively to an increasingly interconnected world to promote equity and an ethical approach. This paper aims to provide a critical reflection on the importance of a new digital literacy capable of promoting a proper online and onlife identity in Primary schools. Some design ideas will be presented to address these issues in the classroom.
Keywords
Artificial intelligence (AI), digital identity, onlife, digital literacy, digital citizenship.
