Decolonising Digital Design: Towards Safe and Inclusive Digital Experiences for Children and Young People

Project

15 May 2025 - 23 Dec 2025

Labour, Migration and Social Policies

Martyna Gliniecka

Joanna Starczewska

Zuzanna Stańska

Date:

15 May 2025 - 23 Dec 2025
Financed by:

Internet Society Foundation

Martyna Gliniecka

Senior Social Sciences Researcher
Dr Martyna Gliniecka is a Senior Social Sciences Researcher at the CASE - Center for Social and Economic Research. At CASE, she specialises in social research and policy projects, with a focus on qualitative research, participatory methods, and equality, diversity and inclusion. She previously led and participated in research projects in the Young and Resilient Research Centre at Western Sydney University, aiming to better young people’s lives and their resilience in the domains of technology and health. She specialises in qualitative research methods, participatory methodologies, and digital research (e.g., digital ethnography). She is especially interested in online communities and their role in the growing domain of youth digital health.

Projects from this author:
- Future Forward. Futures-Inspired Educational Resources for Adult Learners’ Empowerment
- Study on Updating the CoR material on the Division of Powers – Armenia and Azerbaijan
- Fact or Fiction: Developing Inquiry and Critical Thinking Skills in Youth
  Our mission is to inspire youth aged 12-19 to practice intelligent disobedience—doing what’s right despite pressures. Our main objective is to equip adolescents with the skills to confidently navigate the rapidly evolving digital environment and develop key competencies and digital resilience for independent functioning in adulthood. The project will be based on the participatory approach to ensure our workshop scenarios are evidence-based and address the real needs of today's youth and educators. Outputs’ testing and implementation will equip participants with essential critical thinking skills for navigating a complex online world. On-site and international online multiplier events will ensure widespread dissemination of our activities and results, amplifying the impact among adolescents and educators. Participants will explore social impact, cognitive biases, and topics like economics and online culture, sharpening their ability to distinguish facts from opinions. Educators will gain insights into digital education tools and strategies for nurturing students’ CT and information verification skills. Deliverables include 18 CT workshops for youth, supported by a report with themed scenarios and exercises for integrating CT skills into daily lessons.
Author’s projects
Joanna Starczewska

Training Specialist
Joanna is a psychologist and a trainer. She is responsible for CASE training projects

Projects from this author:
- Fact or Fiction: Developing Inquiry and Critical Thinking Skills in Youth
  Our mission is to inspire youth aged 12-19 to practice intelligent disobedience—doing what’s right despite pressures. Our main objective is to equip adolescents with the skills to confidently navigate the rapidly evolving digital environment and develop key competencies and digital resilience for independent functioning in adulthood. The project will be based on the participatory approach to ensure our workshop scenarios are evidence-based and address the real needs of today's youth and educators. Outputs’ testing and implementation will equip participants with essential critical thinking skills for navigating a complex online world. On-site and international online multiplier events will ensure widespread dissemination of our activities and results, amplifying the impact among adolescents and educators. Participants will explore social impact, cognitive biases, and topics like economics and online culture, sharpening their ability to distinguish facts from opinions. Educators will gain insights into digital education tools and strategies for nurturing students’ CT and information verification skills. Deliverables include 18 CT workshops for youth, supported by a report with themed scenarios and exercises for integrating CT skills into daily lessons.
- FUTURE FOR ALL – Advancing Cross-Generational Collaboration through Futures Literacy (FFA)
  The primary objective of the “FUTURE FOR ALL - Advancing Cross-Generational Collaboration through Futures Literacy (FFA)” project is to encourage active participation of citizens in the life of their respective neighborhoods with a specific emphasis on promoting intergenerational cooperation. The project addressed to elderly and youth residing in youth sociotheraphy centres (and the educators of the respective groups) identifies specific objectives: Face social problems between generations and contributing to lifelong learning Fight stereotypes, improve mutual knowledge and understanding Transfer of knowledge between Norway and Poland, and exchange of experience in applying futures thinking tools in working with intergenerational group Equip seniors and (socially maladjusted) youth with Futures Literacy tools to help them achieve developmental goals for their life stage Raise awareness of the local environment and a sense of responsibility, and agency to improve it To achieve these goals, the project intend to leverage the innovative approach of Futures Literacy to empower and engage the two crucial demographics. Futures Literacy is a concept and methodology developed by the UNESCO that presents an altered perspective on how to perceive and engage with the future (UNESCO, n.a.). It is a cognitive skill and a framework designed to enhance one’s capacity to comprehend, navigate and shape the complex and uncertain nature of the future. Apart from Futures Literacy approach the project will use additional activities designed to address key issues and encourage intergenerational collaboration such as: anti-stereotype and integrational workshops to provide a platform for both generations to openly discuss and challenge stereotypes that may hinder effective collaboration and understanding Urban Game Design: The elderly will take the lead in designing an urban game for the youth, offering them an opportunity to explore and connect with the city they know from a different perspective Planting activity: A shared activity of planting flowers will be organised to foster active citizenship and environmental awareness among the groups. Intergenerational trip: Organisation of a day trip to a museum or a concert chosen by either the elderly or the youth hold immense potential for interesting experiences among the participants The activities planned in the project support intergenerational cooperation, leverage the strengths of different age groups, creating a synergy that is particularly relevant in the context of modern world. By promoting understanding, collaboration, and mutual support among generations we can collectively adapt to and address the complex challenges of today’s rapidly changing world. The project will also strengthen bilateral cooperation between Poland and Norway in the area of building social capital in local communities. It will be achieved by a Polish and a Norwegian organisation that will combine their experiences in supporting active citizenship in their various environments and by using their different areas of expertise. Funding: Fund for Bilateral Relations, hereinafter referred to as the “FBR” the European Economic Area Financial Mechanism 2014-2021 and Norwegian Financial Mechanism 2014-2021 Project Leader: CASE Project Partner: Fremtenkt
- EmpowerHer: Female Leadership for Sustainable Development
Author’s projects
Zuzanna Stańska

Specialist in Social Sciences
Zuzanna Stańska is a Social Sciences Specialist at CASE - Center for Social and Economic Research, where she conducts qualitative research on adult and youth education, lifelong learning, migration, and social policy. Her work explores how individuals and communities adapt to social and technological change, with a particular focus on educational equity, digital transformation, and the inclusion of groups at risk of marginalisation.

Projects from this author:
- Drivers of involuntary part-time employment in the EU
- Future Forward. Futures-Inspired Educational Resources for Adult Learners’ Empowerment
- Fact or Fiction: Developing Inquiry and Critical Thinking Skills in Youth
  Our mission is to inspire youth aged 12-19 to practice intelligent disobedience—doing what’s right despite pressures. Our main objective is to equip adolescents with the skills to confidently navigate the rapidly evolving digital environment and develop key competencies and digital resilience for independent functioning in adulthood. The project will be based on the participatory approach to ensure our workshop scenarios are evidence-based and address the real needs of today's youth and educators. Outputs’ testing and implementation will equip participants with essential critical thinking skills for navigating a complex online world. On-site and international online multiplier events will ensure widespread dissemination of our activities and results, amplifying the impact among adolescents and educators. Participants will explore social impact, cognitive biases, and topics like economics and online culture, sharpening their ability to distinguish facts from opinions. Educators will gain insights into digital education tools and strategies for nurturing students’ CT and information verification skills. Deliverables include 18 CT workshops for youth, supported by a report with themed scenarios and exercises for integrating CT skills into daily lessons.
Author’s projects

The Decolonising Digital Design project was born out of the conviction that children and young people have the right to digital spaces that are safe, fair, and respectful of their diverse cultural identities.
While digital technologies play a significant role in the lives of young people, little is still known about how they themselves perceive the design of inclusive and ethical online solutions — and even less about how to effectively evaluate their impact.

Led by the Young and Resilient Research Centre at Western Sydney University, with the support of the Internet Society Foundation, the project contributes new insights to internet research by developing practical frameworks and assessment tools that center the experiences and needs of children and young people around the world. In doing so, the project actively supports the decolonisation of the internet — creating digital tools and services that acknowledge and respect the cultural and social diversity of young users.

The current work builds on a 12-month pilot conducted in partnership with the Centre for Development Management and Communication (MICA, India) and the SEJIWA Foundation (Indonesia), which explored the perspectives of children in Australia, India, and Indonesia. The pilot results highlighted the importance of local contexts and the meaningful involvement of young people in digital design processes.

The project is being implemented in nine countries (Australia, Poland, India, Venezuela, Solomon Islands, Rwanda, Brazil, Chad, Lebanon). Partners are engaged in participant recruitment, consultations, and data analysis, while upholding high ethical and data protection standards.

Project Goals:

To develop frameworks and recommendations that incorporate the perspectives of children and youth in the decolonisation of the internet;
To create digital spaces that are inclusive, ethical, and culturally responsive;
To design a digital evaluation tool for assessing the cultural appropriateness of digital platforms for children and youth;
To support educators and institutions by providing tools and strategies that promote the development of digital competencies among young people.

The project is grounded in a participatory research model, involving children, youth, and adult stakeholders in consultations. It includes consultations with children and youth, as well as international online meetings to ensure broad dissemination and impact among platforms, young people, and educators. The project will also engage young co-researchers who will actively participate in consultations, data analysis, and dissemination of results.

As part of the project, four workshops will be conducted with children and youth (in the 9–12 and 13–18 age groups, in both urban and rural settings), along with four intergenerational workshops involving young people and adult stakeholders (including tech professionals and institutional decision-makers).

The findings from this research will inform the development of evidence-based frameworks, tools, and child- and youth-centered indicators. These resources will support digital platforms and services, governments, and NGOs around the world in understanding and responding to the needs and priorities of culturally diverse children — thus contributing to collective efforts to decolonise the internet.

Decolonising Digital Design is an innovative approach to creating digital experiences that are safe, fair, and tailored to the needs of culturally diverse children and young people. Through international collaboration and active youth participation, the project supports the development of digital skills essential for conscious and safe participation in the digital world.

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Decolonising Digital Design: Towards Safe and Inclusive Digital Experiences for Children and Young People

Date:

Financed by:

Martyna Gliniecka

Projects from this author:

Joanna Starczewska

Projects from this author:

Zuzanna Stańska

Projects from this author:

Project Goals:

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