Nationhood in/through digital education: proposition for an analytical framework

Abstract

This paper develops a research framework to explore the relationship between nationhood, education, and digital transformation, focusing on nationhood’s manifestation and (re)construction in/through digitalising education. We examine two parallel dimensions of digital technologies, the material and symbolic aspects, combining this focus with a social constructionist perspective on nationalism to relate the discourses and affordances of digital technologies to nationhood across three key dimensions of space, time, and people. By revisiting the examples of recent social and education research, we demonstrate the relevance of this integrated analytical framework to research on how education, digital transformation, and nationhood interact to shape contemporary societies. Finally, we propose some potential avenues for future research based on this framework.