Abstract:

During the course of evolution of the educational sciences, there has been a significant number of conceptual changes and practical challenges for both theoreticians and practitioners of the field. There is no doubt that concepts such as cognitive intelligence (IQ) or emotional intelligence (EQ) brought tremendous changes in education in and out of the classroom. Nowadays, we witness major technological innovations, shaping the way we live, learn or love. The future societies entrust smart cities and houses, future-energy batteries, no-driver cars, humanoid robots and smartphones. But who are the people who will use this cutting-edge technology? They are present students, but they will be entrepreneurs or employees, parents and citizens of this fuzzy society. Given this concept of future, the paper aims to answer the following question: Is the school ready to become the leader in areas like digital intelligence (DQ)? Moreover, we reflect on the possibility that DQ to become critical to individual and societal wellbeing. In the sections of the paper, we intend to discuss the conceptual roots and subsequent development of DQ, to relate this new way of intelligence to the digital and social space and to analyze the implications of DQ in education. Since the concept of DQ was not coined by the academic environment, we rely our approach on analyses and meta-analyses of the various concourses of communication not solely on scholar opinions.

Keywords:

Digital intelligence, technological innovations, education.