Abstract:

Digitalization and artificial intelligence (AI) increasingly shape the everyday environments in which children and adolescents grow, learn and build relationships. For vulnerable minors—those experiencing emotional fragility, family discontinuity, developmental risk or social exclusion—these changes can amplify existing vulnerabilities while also offering new opportunities for support. This contribution examines the pedagogical implications of an onlife condition, where online and offline dimensions continuously interact, influencing identity, learning processes and social participation.

The paper highlights the main risks associated with digitalization and AI for vulnerable learners. These include cyberbullying, algorithmic exposure, emotional isolation, identity fragmentation, and unequal access to digital resources. Minors facing vulnerability often lack stable relational networks and adequate digital competencies, making them more exposed to harmful interactions and reducing their ability to engage critically with AI systems and digital platforms. Such risks call for a pedagogical approach capable of reading not only the technological dimensions, but also the emotional, relational and ethical consequences of digital life.

At the same time, emerging AI-based tools can offer meaningful opportunities. When integrated within intentional educational practices, AI can support personalised learning, facilitate communication between educators and students, provide adaptive resources, and promote inclusive pathways for those who struggle in traditional learning contexts. AI can also help educators identify early signs of discomfort, support reflective engagement, and reinforce the developmental capabilities of vulnerable children.

Building on pedagogical studies on adolescents’ onlife experiences, digital affectivity and capability development, the paper proposes a model of pedagogical accompaniment in AI-mediated contexts.

The model integrates three dimensions:
(1) Critical awareness, enabling minors to recognise digital risks, biases and emotional implications;
(2) Relational mediation, supporting educators and families in maintaining meaningful, protective and continuous relationships across digital environments;
(3) Capability enhancement, promoting agency, ethical responsibility, decision-making skills and reflective digital participation.

This pedagogical model offers both theoretical foundations and practical guidelines for schools and educational services. It helps educators interpret digital behaviours, prevent harmful dynamics, and design inclusive onlife learning environments. For vulnerable minors, such integration is essential to reduce disadvantages, strengthen identity and foster opportunities for active participation.

This contribution offers an innovative vision of how digital transformation and AI can become resources for equity, protection and capability development in onlife education.

Keywords:

Onlife Education AI, Vulnerable Minors, Digital Pedagogy.