Dr. Sameh Badawi
In light of the accelerated digital transformation, education has been in a real crisis that ravages the emerging generations, as technology imposed on our children patterns, terms and strange ideas, with which the education process is no longer within the reach of parents. The home or family no longer has the same effect on directing young people. Rather, the screens have become the teacher and the guideline, as they impose behaviors and formulate minds. Let us find ourselves in front of families absent from the children, and we find the children of strangers who speak anomaly about our culture, and they behave with behaviors that we have not familiarized. These children are no longer the fruit of the family, but rather the sons of the screens, applications and electronic games, where they are instilled in suspicious issues and ideas, and their minds constitute software tampering with their mental and cultural composition.
This transformation may seem virtually non -systematic, but in fact it threatens our identity, heritage, and our religious and social values. The danger is not limited to distorting the concept of the family, but rather infringes it to the deep influence on the mental development of children. Research has shown that excessive use of screens leads to a deterioration of brain growth, weak nervous vectors, a decrease in the ability to remember and focus, and decrease academic achievement in general. Also, these technologies undermine the social growth of children, as the isolation resulting from sitting for long hours reduces their ability to form healthy social relationships, and makes them vulnerable to inappropriate content, bullying, and electronic extortion. The risk increases when this environment is enhanced by aggressive behavior, and the proportions of depression, anxiety, and fear and panic attacks rise with it, and they show them real addiction symptoms when they are prevented from using devices.
However, despite this dark image, we must acknowledge that technology is not absolutely evil, but rather a natural product of scientific development and progress. We are not in the process of calling for complete separation from technology, as this is not logical in the era of artificial intelligence, computing and robots, but the danger lies in that the child’s association with it is short and in only one direction: entertainment and wasting time.
Therefore, a great responsibility has a great responsibility in legalizing use, and guidance to the employment of screens and devices in the fields of learning, research, and personal development. It should be determined at the time of the use of screens, the patriarchal monitoring and monitoring programs are activated, and the motor, sports and social activity is enhanced as a positive distraction that contributes to the psychological and behavioral balance of the child.
All of our responsibility is to restore the family to its educational role, to strengthen the relationship between parents and children with dialogue and rapprochement, and salute the family meetings that create warmth and affection. The goal is not absolute deprivation, nor the devastating excess, but rather the correct moderation and guidance, to serve the future of our children and protect their psychological and cultural identity.
