DIGITAL SELF-CARE IN EDUCATION: A SCOPING REVIEW OF PEDAGOGICAL PRACTICES REPORTED IN THE LITERATURE (2018–2025)

Abstract

The COVID-19 pandemic accelerated the integration of digital technologies in educational settings and made more visible the need for pedagogical approaches aimed at balanced and healthy use of these tools. Digital self-care, understood as a set of intentional practices oriented toward physical, psychological, and relational well-being in technology use, remains a scattered field of inquiry in the educational literature. This study maps pedagogical practices related to digital self-care reported between 2018 and 2025, identifying contexts of application, target populations, strategies, and knowledge gaps. The methodology is a scoping review following Arksey and O'Malley (2005), with refinements by Levac, Colquhoun and O'Brien (2010), in accordance with the Joanna Briggs Institute guidelines (Peters et al., 2020) and the PRISMA-ScR extension (Tricco et al., 2018). The guiding question was structured using the PCC framework. Searches cover MEDLINE/PubMed, SCOPUS, Web of Science, LILACS, CINAHL, SciELO, and Google Scholar. Expected results include the characterization of theoretical foundations, implementation formats, and effectiveness evidence of the identified practices, with a view to guiding future research on the topic.