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Teacher and School Mediation for Online Risk Prevention and Management: Fostering Sustainable Education in the Digital Age

Author

Listed:
  • Esther Chiner

    (Department of Health Psychology, School of Education, University of Alicante, 03690 Alicante, Spain)

  • Marcos Gómez-Puerta

    (Department of General and Specific Didactics, School of Education, University of Alicante, 03690 Alicante, Spain)

  • Santiago Mengual-Andrés

    (Department of Comparative Education and History of Education, School of Education, University of Valencia, 46010 Valencia, Spain)

  • Gladys Merma-Molina

    (Department of General and Specific Didactics, School of Education, University of Alicante, 03690 Alicante, Spain)

Abstract

(1) Background: The increasing use of information and communication technologies (ICT) in educational environments has introduced new challenges related to digital safety and sustainability. Teacher mediation and institutional initiatives are pivotal for preventing and managing Internet-related risks. This study investigates teacher and school mediation strategies for online risk prevention, analysing differences across educational settings and stages in Spain to inform inclusive digital safety practices. (2) Methodology: a quantitative study was conducted using a cross-sectional survey design involving 550 elementary and secondary school teachers from both mainstream and special education schools. (3) Results: Most schools implement intervention plans to mitigate risks associated with students’ Internet use, although the approach to these plans varies according to educational stage and school setting. Teachers employ strategies such as setting classroom rules and supporting students with online challenges, with secondary school teachers and those in mainstream schools tending to adopt more comprehensive or conversation-based prevention strategies. (4) Conclusions: Teachers and schools play a crucial role in ensuring digital safety and sustainability. Future efforts should strengthen digital skills, foster responsible online behaviour, and build inclusive, flexible learning environments according to the differing needs observed across stages and school settings.

Suggested Citation

  • Esther Chiner & Marcos Gómez-Puerta & Santiago Mengual-Andrés & Gladys Merma-Molina, 2025. "Teacher and School Mediation for Online Risk Prevention and Management: Fostering Sustainable Education in the Digital Age," Sustainability, MDPI, vol. 17(8), pages 1-16, April.
    • Handle: RePEc:gam:jsusta:v:17:y:2025:i:8:p:3711-:d:1638246
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    References listed on IDEAS

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    1. Mariya Stoilova & Sonia Livingstone & Rana Khazbak & UNICEF Office of Research - Innocenti, 2021. "Investigating Risks and Opportunities for Children in a Digital World: A rapid review of the evidence on children’s internet use and outcomes," Papers indipa1183, Innocenti Discussion Papers.
    2. Flynn, Susan & Doolan Maher, Rose & Byrne, Julie, 2024. "Child protection and welfare risks and opportunities related to disability and internet use: Broadening current conceptualisations through critical literature review," Children and Youth Services Review, Elsevier, vol. 157(C).
    3. Jéssica Ortega-Barón & Joaquín González-Cabrera & Juan M. Machimbarrena & Irene Montiel, 2021. "Safety.Net: A Pilot Study on a Multi-Risk Internet Prevention Program," IJERPH, MDPI, vol. 18(8), pages 1-14, April.
    Full references (including those not matched with items on IDEAS)

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