Navigating the Onlife Era. Rethinking Education in a Digital Word

The concept of onlife articulates the intricate interdependence of our existence in the digital era, where the boundaries between our online and offline lives are increasingly blurred (Digennaro, 2024). This notion underscores the idea that technology and the digital sphere have become fundamental components of our daily experience, influencing our modes of communication and interactions with the world. A comprehensive understanding of onlife necessitates an exploration of the complex interplay among individuals, technology, and culture, urging a re-evaluation of our educational frameworks to align with this newly integrated reality. In the current societal evolution, there is an imperative need for a transformative approach to education that embodies the principles of an onlife pedagogy. Such an educational paradigm should emerge from the novel forms of existence proliferated by the virtual realm and promote a critical, conscious engagement with this duality. It seeks to cultivate an integrated existence that harmonises the virtual with the physical. It is not merely about adding technology to our teaching and learning practices; it is a call to reimagine the very ways in which we engage in teaching and learning.