Article

Rodríguez-Silva, C., Largo, M., Herrera-Urízar, G., & Malo, S. (2026). Aprendizajes y mediaciones en el uso de las plataformas digitales en familias intergeneracionales en España. Digital Educaton Review, 48, 16-35. https://doi.org/10.1344/der.2026.48.16-35

autors	Rodríguez-Silva, C., Largo, M., Herrera-Urízar, G., & Malo, S.
any	2026
contenidor	Digital Educaton Review
volum	48
pàgines	16-35
mitjà / descriptor	tecnologías digitales
notes	In today’s educational context, where digital technologies are part of everyday life, families play a key role in learning and intergenerational digital mediation. This article explores the learning that emerges from the use of digital platforms in families composed of three generations and analyzes the mediation strategies practiced in their daily dynamics. A qualitative study with a participatory approach was conducted with 20 families from diverse sociocultural backgrounds in Spain, mainly in Catalonia, involving a total of 64 participants (grandmothers and grandfathers, mothers and fathers, daughters and sons). Based on semi-structured interviews, a deductive and inductive content analysis was carried out, focusing on the different types of learning and forms of intergenerational mediation, ranging from control and restriction practices to those oriented toward dialogue and participation. This study contributes to updating the framework on digital learning and mediation in family contexts, expanding the focus beyond parental figures, conceptualizing the family as an intergenerational digital ecosystem, and highlighting the role of all generations in building digital learning and competencies in everyday life.
DOI	https://doi.org/10.1344/der.2026.48.16-35
Idioma	Espanyol

autors

Rodríguez-Silva, C., Largo, M., Herrera-Urízar, G., & Malo, S.

any

2026

contenidor

Digital Educaton Review

volum

pàgines

16-35

mitjà / descriptor

tecnologías digitales

notes

In today’s educational context, where digital technologies are part of everyday life, families play a key role in learning and intergenerational digital mediation. This article explores the learning that emerges from the use of digital platforms in families composed of three generations and analyzes the mediation strategies practiced in their daily dynamics. A qualitative study with a participatory approach was conducted with 20 families from diverse sociocultural backgrounds in Spain, mainly in Catalonia, involving a total of 64 participants (grandmothers and grandfathers, mothers and fathers, daughters and sons). Based on semi-structured interviews, a deductive and inductive content analysis was carried out, focusing on the different types of learning and forms of intergenerational mediation, ranging from control and restriction practices to those oriented toward dialogue and participation. This study contributes to updating the framework on digital learning and mediation in family contexts, expanding the focus beyond parental figures, conceptualizing the family as an intergenerational digital ecosystem, and highlighting the role of all generations in building digital learning and competencies in everyday life.

DOI

https://doi.org/10.1344/der.2026.48.16-35

Idioma

Espanyol