Education 3.0 and Internet governance : New global alliance for children and young people's sustainable digital development

There are numerous and non-state actors, such as libraries, the private sector examples of its impact on connected users and their and the creative industries, that stimulate training and communities, in the Global North as well as in the Global learning around and beyond the education system. [...] The same applies to to be considered in the double meaning of the word: the parents, as they have very spotty capacities for employing development for children’s individual well-being, and technical tools to manage their children’s access and use the development of collective sustainable well-being in a of the Internet (Dreyer 2014; EU Kids Online 2014). [...] The scenario of sustainable of the Internet and the appreciation of its benefits and of access is neither natural nor neutral, but is political, as it its relevance for local functionings and sustainability. [...] On the other hand, there is also a very positive discourse Digital education is not equitably distributed within and about the Internet as a tool and driver of innovative among all countries, leading to a lack of social justice as the pedagogies, for project-based learning and for the digitally excluded are also at risk of economic and social improvement of capabilities such as self-actualization, [...] This creates and freedom to use the Internet can be considered as a loss in the potential of big data to become small data or an increasingly integral part of the right to freedom of self-data to help them and their students in their everyday expression and access to information online (Association work.