Construcción de la Identidad digital en la adolescencia: una comprensión fenomenológica desde la tecnopersona en un entorno de aprendizaje B-Learning

Abstract

This research explores the construction of digital identity in adolescents through a phenomenological approach framed within the Science, Technology, and Society (STS) paradigm. The study was conducted with sixth-grade students at Colegio INCODEMAR through the implementation of the B-Learning environment CiberIdentidad, designed on the Moodle platform and structured around Problem-Based Learning (PBL). The qualitative methodology enabled the collection of narratives, symbolic productions, and reflections that reveal how students shape their online presence in constant dialogue with technoculture. Findings indicate that digital identity is not a mere extension of offline identity but rather a reconstruction influenced by dynamics of social validation, emotions, algorithmic pressures, and processes of critical resignification. An emergent category is the technoperson, understood as the subject whose subjectivity is configured through interaction with digital technologies. The study concludes that schools must position themselves not only as transmitters of technical skills but also as spaces for ethical and cultural reflection, critically supporting the formation of digital identities during adolescence.