Conference Program

The digital transformation of contemporary societies is reshaping social institutions, governance mechanisms, and educational practices. In the context of what many scholars describe as algorithmic capitalism, digital technologies—particularly artificial intelligence and data-driven systems—are increasingly embedded in decision-making processes that affect access to rights, services, and opportunities. While these technologies offer unprecedented opportunities for improving social intervention and public policy, they also risk reinforcing inequalities and opaque forms of governance if not accompanied by critical educational frameworks capable of fostering democratic agency and ethical awareness.

Within this context, the DIGICARE project (Digital Competences for the Improvement of Social Intervention Actions in Risk of Exclusion Contexts), funded under the Erasmus+ programme, addresses the growing need to strengthen the digital capacities of social intervention professionals working with vulnerable populations. The project responds to a structural gap in the social sector: despite the growing relevance of data management and artificial intelligence in service provision, many third-sector organisations still operate with limited technological resources and insufficient digital training. As a result, social professionals often lack the skills necessary to critically interpret data, evaluate algorithmic outputs, and integrate digital tools into evidence-based intervention strategies.

DIGICARE proposes an interdisciplinary approach that combines vocational education and training (VET), social pedagogy, and digital competence frameworks in order to support the development of innovative training resources for educators and practitioners. Through the creation of open educational resources, best practice repositories, and training modules on advanced digital tools applied to social intervention, the project seeks to foster a new generation of professionals capable of integrating technological innovation with socially responsible and democratically grounded practices.

From a theoretical perspective, the project is grounded in critical pedagogy and digital citizenship studies, which emphasise the importance of empowering professionals and communities to critically engage with digital infrastructures. In the age of algorithmic governance, education plays a crucial role not only in transferring technical skills but also in cultivating critical literacy about the social, political, and ethical implications of datafication. For social educators, this implies developing competencies that enable them to interpret complex datasets, evaluate the biases embedded in algorithmic systems, and ensure that technological innovation contributes to social inclusion rather than reproducing exclusionary patterns.

The contribution presented in this paper reflects on the DIGICARE experience as a case study illustrating how digital competence development can support democratic regeneration within social intervention practices. By promoting data-driven yet critically informed approaches, the project demonstrates how digital transformation can become an opportunity to strengthen participatory governance, improve the effectiveness of social services, and enhance the capacity of social professionals to address complex forms of marginalisation.

Ultimately, the DIGICARE initiative highlights the strategic importance of integrating digital literacy, critical pedagogy, and social innovation within vocational training systems. In doing so, it contributes to a broader European effort to ensure that the digital transition supports not only economic development but also social justice, democratic participation, and inclusive forms of knowledge production.