Digital Literacy and Administrative Autonomy in Adolescents in the Welfare System: Impact of a Socio-Educational Intervention

In general, young people, and adolescents under protective measures, do not have the digital competence and autonomy necessary to successfully interact with public administrations. Children have the right to quality education that promotes listening, participation, equal access and opportunities, especially in the digital age. However, this remains a global challenge that cannot be waived. For this reason, the main objective of this study is to know the impact of the implementation of a Participatory Action Research (PAR) project carried out with young people living in four sheltered housing facilities in four cities in northwestern Spain. The aim of this project is to improve the digital literacy and autonomy of young people in carrying out procedures and formalities with public administrations and bodies, making them participants in their own learning process. The research was carried out using a qualitative methodology. In total, 44 subjects from different groups (30 adolescents and 14 social educators) participated. As results and conclusions, it is worth highlighting that the experience has improved the digital literacy and autonomy of the young people, observing their progress throughout the sessions. Likewise, the teenagers have actively participated in all the sessions, getting involved and learning through content of interest to them. The level of satisfaction has been very high.