The concept of digital education has become increasingly necessary amid the sweeping technological development surrounding contemporary human life, particularly since smartphones, the internet, social media, video games, tablets, and other digital devices have become part of the lives of children, adolescents, young people, and adults alike. Technology is no longer merely an external tool that we use when needed and then set aside; it has become an entire environment in which people live, receiving information, ideas, images, behaviors, and values and communicating with others through it. The question of what digital education means is therefore no longer a technical question about how to use devices, but a question of upbringing and guidance: how to protect and guide individuals and build their capacity to deal with this new environment.
Addiction to “Digital Drugs”
To understand the scale of the issue, we can begin with a powerful and unsettling example that helps frame the subject. Would a father or mother allow their son or daughter, or an adolescent or young adult in the family, to go out, buy narcotic pills, and take them? Certainly not, because narcotics can lead to addiction and may result in psychological and physical illnesses that can destroy a person, deprive them of a normal life, and lead to hallucinations and other disorders. If we want to bring the analogy closer to the digital world, some patterns of technology use can be compared to such a condition—to the point that they might be called “digital drugs”—because they can create intense attachment, addiction, and serious negative effects, some of which may be severe. There is, however, an important difference: the effects of conventional drugs tend to be more visible, whereas digital effects may begin invisibly and internally, accumulating gradually before the family notices them.
Technology here refers to a broad range of tools and media, from social networks, the internet, and smartphones to smart games, video games, tablets, iPads, and other devices. When used excessively and without regulation, all of these can become sources of addiction for children, adolescents, young people, and even adults. The core problem, therefore, does not lie in the existence of technology itself, but in the nature of the relationship people develop with it. Does it remain a tool they use when they need it, or does it gradually become a force that takes over their time, attention, relationships, and psychological well-being and begins to reshape their personality?
This is where the need for digital education becomes clear. It does not mean fighting technology or isolating ourselves from the age in which we live. Rather, it means developing educational approaches and methods suited to this era, so that people can enter the digital world with awareness, benefit from what it offers, and at the same time understand its risks and limits, remaining in control of technology rather than allowing technology to control them.
From Media Education to Digital Education
The concept of digital education did not emerge from nowhere; it developed as an extension of an earlier concept known as Media Education, while some today use the term digital media education. At a time when television was the medium with the greatest influence on families and society, increasing attention was given to teaching people the skills needed to deal with messages conveyed by the media through television series, films, news, programs, advertisements, and other content. Media do not always present neutral information. They may also convey false or negative messages that affect viewers’ psychology, ideas, beliefs, personalities, and behavior, while advertisements and different programs can influence their choices and the way they view life.
Television’s influence was particularly noticeable among children, whether in relation to violence and the stimulation of aggressive behavior or to certain undesirable moral behaviors that could be transmitted through cartoons, television series, and other content. Media Education therefore emerged to teach people how to engage critically with the media rather than passively accepting everything placed before them. It sought to develop media-literacy skills through which people could understand media, intellectual, and cultural messages, evaluate them critically, and distinguish what is accurate from what is false or misleading. Its primary objective was to protect children and young people from the risks such messages could create.
With the emergence of the internet and major technological advances, however, the problem was no longer confined to television or to a media message reaching someone at a particular hour. People began living in a continuously connected digital environment. Media Education consequently expanded into digital education, with the aim of protecting children, adolescents, young people, and even adults from the broad negative effects and disturbances generated by digital technologies and of providing a safer environment for the digital generation in the digital age.
Digital education can therefore be understood as the process of preparing individuals to understand digital technology and recognize its risks, acquire the skills needed to deal with it, preserve their intellectual, cultural, and doctrinal security, protect their privacy and identity, learn digital ethics and the Sharia rulings associated with this new culture and era, and develop social responsibility in their use of these technologies, so that they do not fall into misguidance and deviance or become vulnerable to digital addiction. Digital education is therefore not limited to teaching a child how to operate a smartphone or use applications; it extends to shaping the child’s personality and ethical and intellectual relationship with the digital world as a whole.
Digital Generations
The meaning of the digital generation itself has changed as generations have evolved. There is the generation that preceded the widespread expansion of the internet and modern technology, sometimes referred to as Generation X, which was not born into a world of the internet and smartphones. Later generations lived through the transitional period between the pre-internet and post-internet worlds. In this context, people born around 1995 have been associated with Millennials or Generation Z, depending on commonly used classifications; they experienced the early internet, desktop computers, and laptops before the world reached its present form.
Then came Generation Alpha, beginning around 2010. This generation was born into a world of smartphones and social media platforms such as Instagram and TikTok; it has scarcely experienced a world without digital technology. Some of its members might even be surprised if shown an old telephone or tools that were familiar to earlier generations, such as a traditional wristwatch or older means of communication, because they have grown up from the outset within a comprehensive digital environment. This is followed by Generation Beta, beginning in 2025, which will grow up in an era in which artificial intelligence becomes an integral part of life. As we move from one generation to the next, the digital environment becomes deeper and more closely intertwined with human life, making digital education increasingly necessary.
From the Real World to the Virtual World
When we entered the digital age, the rules changed. In the past, people lived in a simpler and more direct physical world, and television and radio were among the most important available media. Even the internet, in its early stages, did not have anything approaching the reach it has today. In the digital and post-digital world, however, an enormous information explosion occurred. What happened can be compared to a tsunami: a small storm comes and goes, whereas a tsunami arrives as a massive wave that transforms what lies before it. The digital world arrived in much the same way, bringing with it a new era and an ever-renewing world of information, cultures, ideas, behaviors, and ethical patterns.
Because information can now be obtained rapidly and without the restrictions and boundaries that existed in the past, an unchecked flow of cultural influences has emerged. Cultures and content arrive from everywhere, and there are not always filters capable of screening everything that reaches the individual. When the wave is this large, neither individuals, families, nor even states can completely block it or escape from it. The virtual world has therefore imposed itself alongside the real world, and the boundaries between the two have gradually become blurred, to the point that some people may no longer clearly know where they spend more of their lives: in the real, natural world or in the virtual one. The problem is particularly pronounced among children and adolescents who have become deeply immersed in the digital world, to the point that illusion and reality may become confused.
In the past, when radio and television were the dominant media, the state had a greater role in controlling the media, broadcasting hours were limited, and information was subject to greater scrutiny and regulation. Today, all of those rules have changed. The airwaves and the digital sphere have become dominant, and no single authority can prevent every wave of information from crossing borders. Digital reality has therefore become unavoidable: this world cannot simply be closed or escaped. The existential question consequently becomes: How do we build a human being capable of living within it?
Digital Awareness and Internal Safeguards
The essence of education must therefore move beyond external monitoring alone toward digital awareness and the development of internal safeguards. Parents cannot monitor a child every moment, just as the state cannot block everything. Individuals therefore need an internal form of protection that enables them to exercise self-restraint, choose what benefits them, and avoid what harms them. In this context, the Qur’anic verse is relevant: “Protect yourselves and your families from a Fire whose fuel is people and stones” (Al-Tahrim 66:6). We also need the meaning of such protection in the digital age, because the ultimate objective is for children and young people to develop an internal capacity that protects them when external supervision is absent.
Prohibition alone is therefore not enough. It may temporarily restrict certain things, but it does not build internal safeguards. In many cases, what is forbidden becomes more desirable. A child growing up in the digital age may even know more about technology than his or her parents, because the child belongs to this era and has never experienced a world other than the digital one. Children may therefore be able to circumvent restrictions and barriers unless internal boundaries and self-awareness have already been developed. Digital education differs from control precisely in this respect: it teaches a person to understand why something should be rejected, rather than abandoning it merely because it has been prohibited.
Digital Education and Protecting Natural Development
Digital education has become necessary because technology has changed the rules of life as well as educational and social norms, affecting even the way children develop. In the past, a child developed more naturally and received information gradually from the home and family, then from school and society. Today, social media, smartphones, video games, and other technologies dramatically increase the amount of information and the range of experiences children are exposed to. A child may be only two years old yet encounter images, content, and ideas that, in the past, might have reached someone nearly ten years older. Some may look at this and say that the child is exceptionally intelligent or learns very quickly. But the problem is that the child remains a child and still needs natural development.
Natural development means that the body, psyche, mind, emotions, social relationships, and experience develop in a balanced way and at the appropriate time for each stage. A child does not develop through information alone and does not become mature simply because he or she can touch a screen and open an application. Children need play and movement, to look at faces and communicate with people, to touch objects, fall and get up again, form relationships, and learn directly. When information expands rapidly while psychological, social, and physical development continues according to its natural pace, a form of imbalance can arise.
Around the year 2000, at the beginning of the new millennium and before smartphones and social media became widespread in their present form, I wrote a study on the internet and technology. At the time, I encountered information addressing the increasing speed of the world, including comparisons suggesting that the progress achieved over approximately thirty years was equivalent to what had been achieved over the preceding six thousand years, and that six thousand years of earlier development could, at the pace of the modern era, correspond to roughly thirty or forty years. Another comparison cited in that study suggested that what had once required five hundred years could now be achieved in five years or less.(1) The point of these comparisons is to illustrate the speed of the transformation humanity has entered, rather than the figures themselves, because the fundamental issue is that technology is moving at extraordinary speed while human physical, psychological, and mental nature requires time to adapt.
Human beings are living organisms, not inanimate objects. They have feelings, emotions, psychological responses, and an inner life. A person may therefore receive enormous quantities of information, but the question remains: Does this information improve their morals? Does it improve their psychological well-being? Does it improve their physical health? A person may advance technologically while at the same time regressing psychologically, socially, culturally, and physically if unable to adapt to this speed.
This condition can be compared to someone traveling to a distant country in the East or West, such as traveling from Iraq to China, Australia, or the United States. Such a person experiences profound estrangement and needs considerable time to adapt psychologically, physically, and spiritually to the new environment. Yet people in the technological age have begun experiencing a form of this estrangement without traveling anywhere, because the environment itself is changing around them continuously and rapidly. Anxiety, confusion, and difficulty adapting arise when the speed of change exceeds the individual’s ability to absorb it.
Testimonies from Iraqi Society
This problem does not appear only in studies and theories; it has also become present in people’s experiences within Iraqi society. In a field survey conducted by Al-Anwar Satellite Channel on the use of electronic games and devices and prolonged smartphone viewing, one father said that these technologies have benefits, but he believed their harmful effects had become more apparent among children. He focused on the health aspect and spoke about reports he had heard concerning brain problems, cases of autism, and eye problems resulting from prolonged viewing and concentration. He then described the experience of his youngest son, who is around twelve years old, saying that four or five years earlier the boy had developed strabismus in one eye, which he associated with prolonged concentration on and use of electronic devices.
The father concluded that the issue requires a clear position from parents, who should regulate children’s time, moderate their use, and avoid leaving access completely unrestricted, because children do not always know where their own interests lie. Parents should therefore establish a schedule and a specific period for viewing or gaming and then turn the device off. This does not mean completely cutting children off from technology, because they need some of these tools; but leaving the matter entirely to the child can, in his view, lead to serious consequences in the future.
Another participant discussed a practice that has become common: a father or mother gives a smartphone to a child to keep the child quiet or stop the child from crying. He said that such excessive use could affect the eyes and health and mentioned the case of a child living nearby whose family noticed what they described as a condition of autism. The child had frequently been given a phone to remain quiet, and the family later began consulting doctors, including outside Iraq, without, according to his account, obtaining the result they had hoped for. He therefore said that he advises himself, his family, and society to limit children’s use, not necessarily by prohibiting it completely, but by allocating only a short period of time.
A third participant presented a more forceful image, comparing an unrestricted smartphone placed in a child’s hands to an “enemy” entering the child’s life. The child asks the father or mother for the phone and they hand it over, but they do not always know what content it is delivering to the child or what side effects it may have. Over time, the child can move beyond the family’s influence and educational control because the family is no longer the only source shaping the child; the smartphone and outside content become major partners in the upbringing process. At an early age, the child absorbs what is presented, and those images and ideas may subsequently become embedded in the mind.
The participant also noted that many children have become preoccupied with smartphones throughout the day, as though the child’s mind and eyes remain fixed on the phone twenty-four hours a day, while parents may give the child a device simply to keep him occupied, pass the time, and prevent him from crying. He spoke about weak eyesight and cases of autism he had observed within his family circle and expressed concern that parents’ interest in immediate comfort—that is, silencing the child—may outweigh consideration of the long-term consequences.
These testimonies provide examples from within Iraqi society and reveal the extent of concern over the impact of the internet and technological development on children. They are social testimonies and personal experiences and should not, on their own, be turned into definitive medical judgments establishing a direct causal relationship between every medical condition and smartphone use. They do, however, clearly show that families have begun to feel that keeping pace with technology without managing its use may come at a significant cost, and that a child left in front of a screen without regulation may gradually move away from a natural developmental environment.
Virtual Autism, Digital Toxicity, and Future Shock
Within this context, the term “virtual autism” has entered the discussion and is a subject requiring attention. A child today may be only two years old and already able to use a smartphone easily through touch. Some families give phones to children as young as eight months or one year, until the child begins reaching for the device and develops a strong attachment to it. Some children who began using smartphones at a very early age later displayed signs affecting communication and behavior. The issue therefore returns once again to natural development, because a young child is expected to develop through natural experiences in the external world rather than allowing a screen to become the primary world from which experience is received.
To illustrate the meaning of early attachment, we can return to the example with which we began. If a small child were given narcotic pills, addiction could develop quickly. Similarly, excessive digital use can lead to severe addiction. This is why newer terms such as “digital toxicity” have emerged, along with the widely circulated expression “brain rot,” which Oxford selected in 2024 as one of the year’s most prominent words or terms. “Brain rot” does not mean that the brain physically decays in a literal sense; rather, it is a metaphor for a state of mental deterioration or exhaustion resulting from excessive consumption of large quantities of shallow and repetitive content.
The meaning of this expression can be brought closer through the image of physical deterioration. When the body experiences severe and persistent inflammation, it begins to deteriorate. In the same metaphorical sense, the brain may experience extreme exhaustion when information arrives continuously from every direction in quantities exceeding its capacity to absorb it. Digital toxicity therefore resembles a state of excessive saturation that leaves the mind without sufficient space for calm, concentration, and processing.
This idea recalls Future Shock, the 1970 book by futurist Alvin Toffler, which examined the effects of rapid technological and social change and anticipated that the accelerating pace of change could produce a major shock for human beings—a psychological shock resulting from an inability to absorb and adapt to change. He compared this condition to what happens to a traveler moving from one environment to another that is extremely distant, such as traveling from Iraq to Australia or Los Angeles on a journey lasting twenty-four or forty-eight hours. The traveler suddenly finds himself in a different time, environment, and way of life, experiences disorientation and estrangement, and feels as though he does not understand what is happening, requiring time to adapt.
People in the digital world experience something similar because the environment itself is changing around them continuously without always giving them sufficient time to adapt. Anxiety, psychological confusion, exhaustion, and difficulty keeping pace with the new virtual world may therefore arise. This helps explain how someone can feel psychologically exhausted despite having performed little physical work: the mind has remained continuously occupied with receiving information, following developments, and moving from one piece of content to another.
Digital toxicity can also be illustrated through the example of food. If a person needs a meal weighing around two hundred grams but instead consumes five kilograms of food at once, the body will be unable to absorb that quantity and the person may suffer poisoning, require hospitalization, or experience other complications. Similarly, if we assume that a person can naturally deal with only a limited amount of information—say ten pieces of information—but is exposed in a single day to ten thousand pieces of information, images, notifications, and videos, how can the mind absorb and process them all? This is where psychological fatigue, exhaustion, digital toxicity, and difficulty adapting to the new virtual reality emerge.
One participant spoke about his son, whose appetite had diminished and for whom staying awake through the night had become part of daily life. The boy would remain with the smartphone until six or seven in the morning and eventually became unable to sleep normally. This is not a natural way of life, because when technology begins to affect sleep, eating, movement, and rest, the issue is no longer merely the use of a device; it becomes a disruption of the structure of life itself.
Digital Education Begins with Parents Before Children
All these testimonies return us to a fundamental issue: when it comes to digital education, parents themselves need education before their children do. The problem sometimes begins with fathers and mothers who take the easy technological route and turn a device into a way of escaping a child’s persistent demands or obtaining temporary peace. A group of mothers may sit together talking while a four-, five-, or six-year-old girl holds a smartphone extremely close to her eyes. The situation continues because the child is occupied and is not disturbing anyone, but this temporary convenience can gradually develop into an entire pattern of upbringing.
We may see children who are unable to look naturally into the eyes of the person speaking to them or who lack sufficient experience in direct communication while displaying considerable skill in using a device. This may happen because, from the age of one or two, their primary interaction has been with a mobile phone, giving them greater experience with technological devices than with people. Children naturally need to grow in a real world: they need to look at faces, talk, play, have real friends, and acquire social experience. Their first world should not be a screen.
A Comprehensive Environment for Natural Development
In this context, views have emerged in the West, and recent books—including well-known books published in 2024—have called for delaying children’s use of technological devices and giving them more time for natural development. Some of these views suggest that children should stay away from certain devices until approximately the age of ten or twelve, allowing them to play in parks and schools, experience natural learning, write with a pen, live ordinary life and gain direct experience, and develop real friends rather than virtual or imaginary ones. Characters such as Pokémon, anime figures, or cartoon characters should not become their primary friends and role models.
Some of these approaches propose giving children, after the age of ten or twelve, a basic phone used for calls or limited text messaging, without games or social media, and postponing smartphones and social networks until an older age, around sixteen, after the child has acquired sufficient life experience and developed a greater degree of responsibility and capacity to understand technology. This is one view advanced in the field, and the idea underlying it is that real-world experience should precede deep digital immersion.
But such an approach cannot begin only after a child has grown older and become deeply attached to a device. We cannot leave a child completely unrestricted from the age of one to ten and then suddenly sit down and say: now you may use the phone only for calls. Once habits have already been formed, the child is unlikely to accept such a change easily. The primary role of the father and mother therefore remains to protect the child from the beginning and shape the environment in which the child grows.
Nor should this issue be understood as an individual matter belonging privately to each family. It is a comprehensive social task involving parents, organizations, schools, and the state. Sound digital education requires an integrated environment capable of preparing children for the future and bringing them out of states of digital sedation and digital toxicity. A family cannot build such an environment alone if everything surrounding it is moving in the opposite direction.
2010 and the Transformation of Image and Identity
One important example for understanding the scale of the leap that occurred in the digital world is what happened around 2010. During that period, advanced early versions of the iPhone appeared, including what was referred to as the iPhone 3, and smartphones increasingly came with front- and rear-facing cameras capable of high-quality personal photography. With the emergence of these cameras came Instagram, an application closely associated with the smartphone, followed by the spread of selfie culture around 2010, 2011, and 2012.
A powerful alliance emerged between the smartphone, Instagram, and the personal image. Adolescents increasingly possessed their own smartphones, whereas screens had previously been shared family devices. A form of separation consequently began, as the digital world entered the private lives of individual adolescents and young people on a continuous basis, and a clear impact emerged in the comparisons made among teenage boys and girls.
A phenomenon that might be described as “digital hypocrisy” began to appear. An influencer or blogger on Instagram presents herself in an idealized image, as though she were always well-organized and successful, dressing in a particular way, cooking in a particular way, applying makeup in a particular way, and presenting herself through multiple carefully selected photographs. Adolescents then begin comparing their real lives with this selected image, and some experience declining self-esteem because they are comparing the full reality of their own lives with a constructed image from someone else’s life.
As technology companies increasingly focused on engagement and digital visibility, filters emerged that allowed users to alter facial features and photographs. A teenage girl may use a filter that makes her appear different from her real appearance and then become accustomed to that altered image, increasing dissatisfaction with herself. This can lead to psychological exhaustion and decline, because someone who is dissatisfied with the self, face, appearance, and circumstances enters an endless competition with other people’s images and with his or her own digital image.
The selfie camera provides another example of the danger created when the real and virtual worlds become confused. A camera positioned close to the face may make the nose appear larger than it actually is because of the angle and distance of the photograph, but some people may treat that image as though it were reality itself. Dissatisfaction with the appearance of the nose may follow, and some may even undergo surgery so that the nose appears smaller in selfies. Here we see how the boundaries between reality and the digital world disappear: instead of the image representing the person’s appearance, the person begins changing his or her appearance to conform to the image. This reveals the scale of the psychological shock that can arise when the virtual world becomes the standard by which the real world is judged.
Management and Containment Rather Than Control
Despite all these risks, the question remains: How should we deal with children? A distinction must be made between control on the one hand and management and containment on the other. Coercive control may provoke rebellion, whereas management means that the family begins from the outset by building a natural environment and regulating the relationship with technology before attachment develops. A father may say: my son is young and all the other children have iPads; I cannot tell him no, so I have to buy him one. He may then find himself facing a two-, three-, or four-year-old child who carries the iPad everywhere, with his eyes constantly fixed on it.
In the past, a girl might carry her doll and a boy his small toy car; today, many children carry tablets instead. Years later, when the family attempts to impose control, it may discover that the habit has become stronger. Protecting children may therefore sometimes require clear limits from the beginning, because regret after the problem emerges is of little value. These limits do not mean turning upbringing into permanent coercion; they mean providing children with natural alternatives before the technological world becomes the only alternative.
If a child is two or three years old, we can provide natural play, time, movement, and attention, allowing the child to become accustomed to a particular routine and grow within it. But if a child sits in a family gathering and sees the father holding a mobile phone, the mother doing the same, a guest on a phone, the older son playing video games, and the daughter using her own phone, what will the child understand? The child will see this as the normal behavior of everyone and will imitate them and ask for a device as well.
Digital education therefore becomes a matter of role models and managing the environment inside the home. If a father wants to protect his child, he must examine how he uses his own phone in front of the child. If a mother wants to build a natural relationship with her child, she must be patient and avoid making the phone an automatic means of silencing the child whenever he cries or demands attention. The child may need affection, play, movement, and communication. Giving the child a screen every time may resemble, in the analogy with which we began, giving him a narcotic substance to calm him down.
We therefore need media awareness and a digital culture that recognizes the importance of upbringing, so that we can create healthy natural environments for our children and return to the concept of natural development. From the first day of life until the age of fifteen, sixteen, or eighteen, children require continuous care in many areas. The most important principle is to avoid neglect: we should not leave the child alone or try to escape persistent demands by handing over a device. Instead, we should provide opportunities for natural play and participate in the child’s life.
Why should a father not play with his son? Why should he not exercise with him or join him in enjoyable physical activities inside and outside the home? Play and movement strengthen the child’s body, contribute to the health of the eyes and mind, and provide experience in the real world rather than leaving the child seated continuously in front of a screen. Experts have raised concerns about the effects of excessive use on the brain’s frontal cortex, while information, figures, statistics, and studies have addressed various health effects, including the issue of autism discussed here. These are subjects that can be examined in greater detail in subsequent episodes.
Conclusion
Digital education has become a necessity because the world in which we are raising our children is no longer the world in which we ourselves were raised. Today, a child can hold in one small device an entire world of information, cultures, games, and people. Neither the family, the school, nor the state can close this world or permanently monitor every detail within it. The real solution therefore moves beyond prohibition and external control toward building awareness and internal safeguards, and toward managing the digital environment from the beginning in a way that preserves the child’s natural development.
Natural development requires time, experience, play, movement, communication, and real relationships. It also requires fathers and mothers who provide an example before giving instructions, because a child who sees everyone around him living inside a smartphone will regard the smartphone as normal life, whereas a child who finds conversation, play, exercise, reading, attention, and genuine human communication at home will learn that technology is one tool within life rather than life itself.
Digital education therefore consists of an interconnected sequence beginning with awareness of the nature and risks of the digital age, followed by protecting natural development, management, containment, and parental example, then building internal safeguards, and ultimately reaching responsible technology use. This responsibility does not fall on the family alone; schools, organizations, institutions, and the state all share it. Preparing the digital generation requires a society that understands that keeping pace with technology does not mean surrendering to it, and that genuine progress is not measured by how quickly a child learns to operate a device, but by the child’s ability to use it while preserving psychological, intellectual, and social balance, identity, and the capacity to choose.
The ultimate objective is for our children to enter the digital world after they have established strong roots in the real world, with real friends, real experiences, real relationships, and real play. They can then learn how to benefit from technology and confront its risks from a position of awareness and responsibility, so that technology remains a tool in their hands rather than becoming a force that takes possession of their lives and reshapes their personalities against their will.
In the next article, we will continue the discussion of digital education and examine the developmental stages of children from birth to the age of eleven, a period that requires full interaction with the external physical world through the senses and movement in order to adapt and explore. Introducing a child prematurely into the virtual world through smart screens disrupts biological and muscular development and prevents physical maturation and natural interaction with the environment and society, leaving the child in a state of alienation and a loss of behavioral and psychological balance.
Nor does the enormous flow of information produce intelligent children; rather, it generates superficiality, an absence of critical thinking, and fragmented memory as a result of passive reception. Parents also need to attend training courses and consult specialists in order to develop their digital skills.
This article is based on a discussion broadcast on Al-Anwar Satellite Channel as part of the program Al-Mahattat.
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(1) Murtadha Maash, “Informatics: The Violation of Thought and the Destruction of the Self,” Annabaa Magazine, Issue 51, November 2000.
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