In recent years, the pervasive force of social media has dramatically altered the perceptual landscape for young individuals, subjecting them to content steeped in conventional beauty norms, thinness ideals, and the relentless pursuit of flawlessness. The escalating prevalence of social networks has become a formidable influence, shaping the self-evaluations of users, particularly pre-adolescents and adolescents. This influence often fosters distorted notions of beauty, establishes unrealistic standards, and cultivates negative self-perceptions. The consequence of this paradigm shift is a central role played by body image concerns, further exacerbated by the immersion of young individuals in a virtual realm saturated with carefully curated, filtered, and idealized images that perpetuate unattainable beauty standards.

The objective of this study is to attain a profound understanding of the intricate interplay between social media use and the body image of preadolescents and adolescents. Recognizing the gravity of this issue, a meticulous systematic review was undertaken, incorporating insights from 16 studies. The synthesis of findings from these studies provides a comprehensive overview, revealing a prevailing consensus that underscores a notable correlation among key variables.

One significant variable explored is the duration of social media usage. The extended exposure to these platforms has been identified as a contributing factor to the distortion of body image perceptions. Preadolescents and adolescents spending prolonged hours on social media are more likely to internalize the prevailing beauty standards, leading to increased body dissatisfaction. The relationship between problematic patterns of engagement on these platforms and body image concerns is another crucial aspect. Individuals exhibiting addictive behaviors or excessive comparison tendencies in their social media use tend to experience heightened levels of dissatisfaction with their own bodies. The specific activities conducted within the social media sphere also play a role, with a focus on appearance-related content and constant exposure to beauty-centric posts correlating with increased body dissatisfaction.

Moreover, the impact of social media extends beyond the virtual realm, influencing real-world behaviors and attitudes. The pressure to conform to societal beauty standards propagated on these platforms can lead to detrimental consequences, such as the adoption of unhealthy weight control practices and a higher risk of developing eating disorders among preadolescents and adolescents.

While the correlation between social media use and body image concerns is evident, it is important to note that the relationship is multifaceted. Social media can also serve as a platform for positive body image promotion and self-expression. Understanding the nuances of these dynamics is crucial for developing targeted interventions and educational programs that harness the positive aspects of social media while mitigating its negative impact on body image.

In conclusion, this study delves into the complex relationship between social media use and the body image of preadolescents and adolescents, shedding light on the intricate web of factors contributing to distorted beauty perceptions. As social media continues to play an influential role in shaping societal norms, the findings underscore the urgent need for comprehensive strategies to mitigate the negative impact on young individuals and promote a healthier relationship with their bodies in the digital age.

Contemporary society has witnessed the emergence of an existential dimension known as "onlife," wherein the individuals navigate a way of life where the demarcations between the real and virtual realms become increasingly ambiguous (Floridi 2014). Younger generations have become increasingly intertwined with digital platforms, resulting in the fusion of online and offline identities. Thus, the onlife paradigm denotes a state wherein individuals experience a transformative mode of living characterised by blurred boundaries between the real and virtual domains. The pervasiveness of digital technologies, such as the internet, and the assimilation of virtual experiences into the fabric of daily existence underpin this phenomenon, necessitating an expanded scope of analysis and a deeper understanding.

Even though the onlife dimension is a result of a complex interaction involving technology, digital opportunities, and smart devices, it is undeniable that social media platforms play a crucial role in shaping this dimension as they represent one of the most significant elements of contemporary digital culture (Caba et al., 2022) and a means that can impact individuals’ identity profoundly. The adoption and usage of social media platforms commence early in individuals' lives, regardless of the age limitations that many providers have set. Recent research (Lacroix, 2023) has indicated that the preadolescent phase is a pivotal period regarding social media engagement and its subsequent impact on identity formation (Livingstone et al., 2011; Rideout et al. 2018). Thus, there is a need to investigate further the impact of social media usage on the youngest to establish a solid foundation for policy development and educational considerations to ensure individuals' well-being and safety in the digital realm.

Pre-teens (10-12 years) are prolific media users, yet it is still being determined whether the different types of social media engagement are impacting their body.

Therefore, this exploratory study seeks to contribute to a deeper comprehension of the nuanced relationships between types of social media engagement, attitude to alter one’s physical appearance, dualism, and body satisfaction.

A sample of 2378 Italian preadolescents (Mage= 12.02 years; SD= 0.82; 52.81% boys) was recruited. The data collection strategy implemented in this study employed a sequential administration of two anonymous and self-administered questionnaires providing a foundational understanding of participants' general social media behaviours and dealing deeper into body satisfaction and the level of dualism.

The findings highlight that pre-teens who exhibit a higher inclination towards manipulating their physical appearance and engaging in image-centric interactions on social media platforms are at an elevated risk of developing bodyrelated issues and concerns.

Moreover, the study underscores the pivotal role of schools in fostering a protective environment, where open discussions about media ideals and their impact on self-perception of the body can occur, thereby reducing misconceptions. Encouraging pre-teens to engage in offline activities that cultivate a positive sociocultural model of the body and foster an active lifestyle can contribute to their emotional well-being (Smolak et al. 2005) and enhance their social skills, thereby mitigating the negative effects of social media use.

The advent of the virtual reality era has brought about profound shifts in the way children and young individuals construct their identities. Among the myriad influences shaping their self-perception, social media stands out as a potent force, potentially affecting the development of body image. This abstract encapsulates an exploratory research intervention aimed at understanding the correlation between social media usage and body image development in 9-10-year-old children.

Employing a qualitative research-intervention design, the study unfolds across three distinct phases. Initially, focus group discussions provide a platform for elucidating children's perceptions and experiences concerning body image within the context of social media exposure. These discussions serve as a springboard for crafting an educational intervention tailored to address identified concerns and foster a positive body image.

The intervention phase witnesses the implementation of targeted educational activities aimed at enhancing body literacy among the participating children. Rooted in the foundational elements of body awareness, interception, perception, and comprehension, these activities strive to equip children with the skills necessary to navigate the complex landscape of body image in the digital age.

Following the intervention, post-intervention assessments offer insights into the efficacy of the educational intervention in influencing children's attitudes towards their bodies. By gauging changes in self-perception, awareness of media influence, and confidence levels, these assessments shed light on the potential of educational interventions to mitigate the negative impact of social media on body image.

Conducted with a sample of 50 children from a primary school in Cassino, Italy, the research findings underscore the imperative of nurturing a positive body image from early childhood. Central to this endeavor is the cultivation of body literacy, wherein educators play a pivotal role in empowering children to engage critically with media representations of the body.

In emphasizing the significance of body literacy, the study advocates for a holistic approach to body image development, one that transcends superficial ideals and embraces a deeper understanding of self. By fostering an environment conducive to body literacy within the school setting, educators can proactively counteract the pervasive influence of social media on children's perceptions of their bodies.

In conclusion, this research intervention underscores the pivotal role of education in shaping children's attitudes towards their bodies in an era dominated by virtual reality and social media influences. By fostering body literacy from an early age, educators can empower children to navigate the complexities of the digital world with confidence and resilience, thus promoting holistic development and well-being.

The paper aims to present the teaching resources implemented within the Erasmus+ European project e-MERGE, e-Media Education about Representations and Gender. Conducted in four EU countries (Belgium, Italy, Greece and Romania) over the three years 2020-2023 according to a participatory research-action perspective, the project focused on the following objectives: (a) contribute to the training and professional development of teachers on gender issues in media, through a series of online educational media resources co-constructed by researchers and teachers participating in the project; (b) promote media education as a meaningful approach to valuing diversity and gender equality as foundations for inclusion and active, digital citizenship (c) develop media education skills of critical analysis of gender representations and stereotypes in media and pop culture; (d) foster awareness about the effects of such stereotypical representations within interpersonal relationships, at school, in the family and the local community; and (e) stimulate students' creativity through media productions of various kinds.

To foster inclusion and equality in learning contexts, didactic-educational action should consider diversity in all dimensions. Among these, reference to the perception of gender, rooted in family traditions and social contexts but also in media practices, vectors of stereotypical representations, appears significant. The aim was therefore to train teachers to take a media-educational posture in the design and implementation of teaching practices on representation and gender stereotypes conveyed by the media, moving from a preliminary investigation of their students' media and cultural practices.

Therefore, the paper will present evidence-based resources for the Secondary School available in 5 languages (English, French, Italian, Greek, and Romanian), created during the project: (a) a methodological kit for investigating students' media habits; (b) an online training module for teachers on gender issues in media and pop culture; (c) a media education toolkit on gender issues in media and pop cultures, adaptable to any diversity learning context; (d) an online guide to Media education to improve gender equality in school.

In the processes of constructing, deconstructing, and reconstructing the digital self, along with its public and private externalizations, social media addiction (SMA) emerges as a genuine pathology with diverse manifestations. The digital revolution within the infosphere not only encompasses technological advancements but also influences how we conceptualize and perceive our identities, increasingly characterized in computational and digital terms. With hyperconnectivity defining the prevalent linkage between artifacts, information, and individuals in Western society (Hoskins, Tulloc, 2016), proposing a Social Media Diet to contrast forms of SMA is essential, particularly as newer generations struggle increasingly to differentiate between online and offline activities (Floridi, 2014). Identity requires a greater adaptive skill, because the virtual environment invades every social and personal sphere, forcing us to manage our "user agenda" (Costa, 2018). In reality, digital technologies are imposing themselves; In this sense, (Floridi 2014) argues that the current technological (r)evolution is of such magnitude as to determine a re-ontologization of our world. Consequently, OnLIFE Education embraces concepts such as the society of life (Floridi, 2015), hypercomplexity, and sympoiesis (Haraway, 2016), thus engaging in a journey of invention and transubstantiation within education (Di Felice, 2020). This journey leads to the development of inventive, sympoietic, and gamified pedagogical practices as a counterbalance to SMA. ICTs have ushered in widespread feelings of emptiness, disconnection, and a sense of unreality of self (Turkle, 2016). Phenomena like FoMo (Fear of Missing Out), JoMo (Joy of Missing Out), and FoJi (Fear of Joining In) require deep exploration within the pedagogical realm to understand how hyperconnectivity shapes the identity-building process for young people within the OnLife horizon and promotes critical awareness. The objective is to codify guidelines and best practices that mitigate addiction, overexposure, or any behavior that impedes the healthy development of an autonomous, confident, and empowered "self" in terms of both thought and action (Boyd, 2014). ISTAT data from 2023 reveals that the daily use of mobile phones among the 11-17 age group increased from 86.6% in 2018/19 to 89.2% in 2021/22. The implementation of a SMD, complemented by behavioral therapies, operates at two levels: i) At the user level, it involves integrating emotional AI to monitor and correct the user's state using device sensors, while also enhancing algorithmic awareness. ii)At the network level, encompassing both family and peer groups, strategies range from monitoring screen time to addressing social disparities (such as gender-based differences in usage or new forms of exclusion arising from disconnection). Protective factors, including support from school, family, and social networks, are crucial, as are interventions targeting vulnerability factors in identity formation (e.g., self-disclosure, uncritical consumption of personal data, and the need for validation). Established therapies such as the "Reality Approach" (Young, 1999), emphasizing activities independent of smartphones, and "Mindfulness" techniques (Chan et alii, 2022) are integral components of the Social Media Diet. Additionally, promoting an active lifestyle emerges as a successful strategy, as evidenced by a recent study (Digennaro, Iannaccone, 2023) highlighting the positive coping mechanisms of physically active pre-adolescents in stressful situations.

In the essay “The reconfigured eye” (1992), Mitchell described the transition into the post-photographic era, retouching is entirely consistent with professional photographic procedures, and manipulating visual content is just as necessary as controlling the audio information in recorded music. With the advent of digital images, the decrease in the documental value of the images went to the advantage of other values, such as the association of the act of photography with connectivity and communication (Fontcuberta, 2015).

Firstly, this contribution addresses how post-photography substituted the value of memory with hyper-visibility and the idea that photography is no longer the process of “writing with light” associated with documentary and conviction aspects but rather a universal language everyone uses daily. Secondly, it tackles the emergence of synthographies, images generated through softwares that involve linguistic prompts, processed by encoded semantic systems able to capture compositional aspects of arbitrary language text inputs (Saharia 2022).

Thirdly, this contribution argues that the decrease in the documental value of the images went to the advantage of other values, such as the association of the act of photography with connectivity and communication. If the advent of digital photography re-defined the image – which moved from a permanently marked surface to a transient surface (Meo 2018) – the possibility to easily create synthographies almost indistinguishable from real photographies might separate the interaction between the detective and the depictive functions to the advantage of the latter. A particularly problematic aspect is that in the case of synthographies generated with text-to-image technologies, as opposed to depictive forms such as painting and sculpture, it is very hard to distinguish between an image that performs a detective function and one that does not perform such a function.

Furthermore, we argue that the broader process of erosion of what remained of the visual reliability and documental value of the images is redefining the status of images and the relationship we establish with them. Finally, this contribution presents and discusses recent experiences of image education aimed at sustaining visual competencies and critical reflection on the impact of text to image technologies.