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<p>The rapid digitisation of childhood, particularly among Generation Alpha (children born after 2010), has created new opportunities along with increased exposure to online risks, making digital resilience—defined as the capacity to anticipate, cope with, and recover from online adversities while maintaining well-being and agency—a critical developmental competency. This systematic review synthesises research on digital resilience with a focus on its conceptualisation, determinants, interventions, and outcomes in children aged ≤ 12 years while explicitly examining the extent to which existing evidence is specific to Generation Alpha. Following PRISMA 2020 guidelines, five databases (PubMed, PsycINFO, Scopus, Web of Science, and Google Scholar) were systematically searched for studies published between 2010 and 2025, resulting in 16 included studies (5 reviews and 11 empirical/intervention studies). Study quality was assessed using AMSTAR 2 and Joanna Briggs Institute tools, and findings were synthesised narratively due to heterogeneity. The evidence indicates that digital resilience is a multi-level, socio-ecological process shaped by interactions between individual competencies (e.g., digital skills and emotional regulation), parental mediation, and digital environments, with active parental mediation and supportive contexts consistently associated with more positive outcomes than restrictive approaches alone. Interventions, particularly school-based programs, demonstrated short-term improvements in digital skills, self-efficacy, and coping behaviours; however, the predominance of cross-sectional designs, mixed-age samples, and limited longitudinal evidence constrains causal inference and the ability to draw Generation Alpha-specific conclusions. Additionally, measurement inconsistency and the absence of validated child-specific instruments limit comparability across studies. Overall, digital resilience is best understood as a developmentally situated and context-dependent construct, but the current evidence base remains fragmented and only partially aligned with the Generation Alpha focus, highlighting the need for longitudinal, cohort-specific, and culturally inclusive research, as well as the development of standardised measurement tools.</p>

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Digital resilience among children born after 2010: a systematic review

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月24日

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  • Shikha Verma,
  • Ritika Bajpai,
  • Indu Singh

摘要

The rapid digitisation of childhood, particularly among Generation Alpha (children born after 2010), has created new opportunities along with increased exposure to online risks, making digital resilience—defined as the capacity to anticipate, cope with, and recover from online adversities while maintaining well-being and agency—a critical developmental competency. This systematic review synthesises research on digital resilience with a focus on its conceptualisation, determinants, interventions, and outcomes in children aged ≤ 12 years while explicitly examining the extent to which existing evidence is specific to Generation Alpha. Following PRISMA 2020 guidelines, five databases (PubMed, PsycINFO, Scopus, Web of Science, and Google Scholar) were systematically searched for studies published between 2010 and 2025, resulting in 16 included studies (5 reviews and 11 empirical/intervention studies). Study quality was assessed using AMSTAR 2 and Joanna Briggs Institute tools, and findings were synthesised narratively due to heterogeneity. The evidence indicates that digital resilience is a multi-level, socio-ecological process shaped by interactions between individual competencies (e.g., digital skills and emotional regulation), parental mediation, and digital environments, with active parental mediation and supportive contexts consistently associated with more positive outcomes than restrictive approaches alone. Interventions, particularly school-based programs, demonstrated short-term improvements in digital skills, self-efficacy, and coping behaviours; however, the predominance of cross-sectional designs, mixed-age samples, and limited longitudinal evidence constrains causal inference and the ability to draw Generation Alpha-specific conclusions. Additionally, measurement inconsistency and the absence of validated child-specific instruments limit comparability across studies. Overall, digital resilience is best understood as a developmentally situated and context-dependent construct, but the current evidence base remains fragmented and only partially aligned with the Generation Alpha focus, highlighting the need for longitudinal, cohort-specific, and culturally inclusive research, as well as the development of standardised measurement tools.