Digital resilience among children born after 2010 a systematic review of Generation Alpha research

Digital resilience among children born after 2010 a systematic review of Generation Alpha research | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Systematic Review Digital resilience among children born after 2010 a systematic review of Generation Alpha research Shikha Verma, Ritika Bajpai, Indu Singh This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8741881/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 21 You are reading this latest preprint version Abstract The rapid digitalization of childhood, particularly among Generation Alpha (children born after 2010), has created new opportunities alongside heightened exposure to online risks. Digital resilience the ability to recognize, manage, and recover from online adversities is essential for promoting safe and positive digital engagement during early development. This review synthesizes empirical research on digital resilience in Generation Alpha, focusing on its conceptualization, influencing factors, interventions, and outcomes. Following PRISMA guidelines, five major databases were systematically searched for studies published between 2010 and 2025 involving children aged 12 years or younger. Included studies comprised empirical, review, and intervention designs, with quality assessed using AMSTAR 2 and JBI tools. Findings indicate that digital resilience is a multi-layered socio-ecological construct shaped by individual competencies, parental mediation, and digital environments. Interventions, particularly school- and parent-based programs, demonstrated short-term improvements in digital skills and coping strategies, while higher resilience was associated with reduced online risks and better mental health outcomes. However, inconsistent measurement and limited longitudinal evidence remain significant challenges. Developing digital resilience requires multi-level, culturally sensitive approaches and more robust future research designs. Alpha generation Children Digital literacy Digital resilience Online risks Figures Figure 1 Introduction The digital landscape has transformed childhood experiences in unprecedented ways, particularly for Generation Alpha—children born after 2010—who are the first to grow up entirely within a digitally connected world (Livingstone et al., 2017 ). Unlike previous generations, their formative years are characterized by constant interaction with smartphones, tablets, and digital platforms for education, socialization, and leisure. While these technologies offer significant opportunities for creativity, knowledge acquisition, and global connectivity, they also expose children to risks such as cyberbullying, harmful or misleading content, privacy violations, and digital overuse, which can adversely affect psychological, social, and physical well-being (UNICEF, 2019 ). Resilience, in psychological terms, is defined as the capacity to adapt and recover from stress and adversity (Block & Block, 1980 ). Extending this concept into the digital domain, digital resilience refers to the ability to recognize, manage, and recover from online adversities while maintaining well-being and agency (Helsper, 2021 ). It incorporates cognitive, emotional, and behavioral competencies that enable children to adapt positively to challenges in online spaces, fostering safe internet use, emotional regulation, and confidence in digital navigation (Nguyen et al., 2020 ). Theoretically, digital resilience can be understood through an ecological perspective, where individual skills, family mediation, peer influence, and broader institutional or cultural contexts interact to shape adaptive responses. This perspective situates digital resilience not as a fixed trait but as a developmental process influenced by multiple layers of a child’s environment (Livingstone & Stoilova, 2021 ). Developing digital resilience is particularly crucial for Generation Alpha, whose immersion in digital environments coincides with sensitive developmental stages. As children’s cognitive, social, and emotional systems are still forming, their responses to digital risks can have long-term consequences for identity, coping, and well-being. At the same time, cultivating resilience can turn digital challenges into opportunities for growth, empowerment, and skill acquisition (Casalino et al., 2019 ). In this regard, resilience in the digital era is both a protective factor and a developmental competency that prepares children to thrive in uncertain and fast-changing digital environments. Over the past decade, research on digital resilience has expanded to examine diverse correlates, including parenting and mediation practices, school-based interventions, socio-emotional learning, individual psychological traits, and community support structures (Livingstone et al., 2017 ; Shandilya et al., 2024 ). However, systematic synthesis that focuses specifically on Generation Alpha remains limited. Existing reviews often aggregate findings across broad age groups, making it difficult to capture the unique developmental trajectories and contextual realities of children born after 2010. Moreover, conceptual frameworks remain fragmented, measurement instruments lack standardization, and cross-cultural comparisons are sparse (Smith et al., 2024 ). This limits the field’s ability to generate robust, evidence-based recommendations for practice and policy. This review seeks to address these gaps by systematically synthesizing empirical studies published between 2010 and 2025 on digital resilience in Generation Alpha. Specifically, it aims to (a) clarify how digital resilience has been conceptualized and measured, (b) identify psychosocial and contextual factors influencing resilience, and (c) evaluate the effectiveness of interventions across diverse cultural and educational settings. By doing so, the review not only contributes to theoretical refinement of digital resilience but also provides actionable insights for educators, policymakers, practitioners, and families. Understanding digital resilience in Generation Alpha is more than an academic concern; it is a social and ethical imperative. Childhood and adolescence are critical windows for developing adaptive coping skills and healthy digital habits that shape lifelong well-being and participation in increasingly digitized societies (Livingstone & Stoilova, 2021 ; Livingstone, 2021 ). The acceleration of digital dependency during the COVID-19 pandemic further highlights the urgency of equipping children with strategies to navigate risks and leverage opportunities online (Nguyen et al., 2020 ). The research questions are designed to address the fragmented nature of the evidence and align with your stated aim: synthesizing current knowledge on digital resilience in the Alpha Generation. What are the key conceptualizations, components, and definitions of digital resilience specific to Generation Alpha (children born after 2010)? What individual, parental, and technological factors are identified in the literature as protective or risk factors for digital resilience in Generation Alpha? What interventions, educational strategies, or programs have been studied or proposed to foster or improve digital resilience in Generation Alpha? What are the reported positive and negative outcomes associated with the level of digital resilience in Generation Alpha (e.g., on mental health, social-emotional development, and digital citizenship)? Methodology Design This systematic review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines to identify, appraise, and synthesize research on digital resilience in Generation Alpha. The review utilizes a narrative synthesis approach, as the heterogeneity of study designs and outcomes is likely to preclude a formal meta-analysis. Search Strategy and Data Sources A comprehensive literature search was conducted across five major academic databases (as provided): PubMed, PsycINFO, Scopus, Web of Science, and Google Scholar. The search was limited to peer-reviewed articles published in English between 2010 and 2025. The search strategy used a combination of keywords related to the Population (Generation Alpha/children) and the Concept (Digital Resilience), connected by Boolean operators ( AND , OR ), with truncation ( $ \* $ ) where appropriate: Search Terms Population "Generation Alpha" OR "children" OR "childhood" OR "elementary school students" OR "primary school students" OR "adolescents" OR "youth" AND "born after 2010" OR "born 2010" Concept "digital resilience" OR "online resilience" OR "cyber resilience" OR "digital citizenship" OR "media literacy" OR "digital skills" AND "coping" OR "risk" OR "protective factors" A separate, iterative search was conducted on Google Scholar to identify relevant grey literature and ensure maximal coverage, followed by backward and forward citation searching of included studies (snowballing). Eligibility Criteria and Study Selection Inclusion Criteria The inclusion criteria for selecting relevant studies focus on specific populations, concepts, study designs, and publication parameters. Firstly, the population targeted includes children aged 12 years or younger, which corresponds to the core age range of Generation Alpha. This also encompasses parents and educators involved with children within this age group, emphasizing the importance of understanding digital resilience in early childhood contexts. Secondly, the concept of interest pertains to studies that explicitly address or empirically measure aspects directly related to digital resilience. This includes coping mechanisms for online risks, digital problem-solving skills, and emotional regulation within digital environments, highlighting the multifaceted nature of resilience in digital contexts. Thirdly, the study design criteria encompass systematic reviews, scoping reviews, large-scale surveys, empirical research, and intervention studies, ensuring a comprehensive understanding of the topic through various research methodologies. Lastly, the publication parameters specify that eligible articles must be peer-reviewed, published in English, and fall within the timeframe from 2010 to 2025, ensuring the relevance and quality of the included literature. Exclusion Criteria Studies are excluded if their primary focus is on adolescents aged 13 years or older or on adults, as the emphasis is on early childhood. Additionally, research that discusses general resilience without a specific focus on digital components is not considered relevant, as the aim is to understand resilience within digital environments specifically. Furthermore, purely theoretical papers, editorials, conference abstracts, and book chapters that are not peer-reviewed are excluded to maintain the scientific rigor and empirical basis of the review. These exclusion criteria help narrow the scope to studies that provide concrete, applicable insights into digital resilience among young children and their immediate social environments. Study Selection Process The process of selecting studies involves several systematic steps. Initially, all articles retrieved from database searches are imported into reference management software such as EndNote, where duplicates are identified and removed to streamline the dataset. Subsequently, two independent reviewers, designated as R.B. and I.S., conduct screening by examining the titles and abstracts of the remaining articles against the predefined eligibility criteria. This dual-review process minimizes bias and enhances the reliability of the selection. For articles deemed potentially relevant, full texts are retrieved and assessed for final inclusion by the same reviewers. Any disagreements between the reviewers are resolved through consensus or by consulting a third reviewer, identified as S.V. This process ensures a thorough and unbiased selection of studies. The entire process is documented and visualized using the PRISMA flow diagram, which maps each stage of the study selection, from initial identification to final inclusion, providing transparency and clarity in the review methodology. Data Extraction The process of data extraction in research studies involves the systematic collection of relevant information from each included study to ensure consistency and comprehensiveness. A standardized data extraction form is typically employed to facilitate this process, capturing essential details across various dimensions. These dimensions include study characteristics such as the authorship, year of publication, geographical location or setting, the primary aim of the study, and its design. Understanding these elements provides context and aids in the comparison of findings across different studies. Population details are also recorded, encompassing the sample size, age range of participants—whether children, parents, or educators—and specific characteristics pertinent to Generation Alpha, the focus demographic. This information helps in understanding the scope and applicability of the research findings. Another critical aspect is the focus on digital resilience. This involves documenting the definition or conceptual model of digital resilience adopted in each study, along with the particular risks or challenges investigated, such as cyberbullying or misinformation. These insights are vital for understanding how digital resilience is conceptualized and addressed within different research contexts. Key findings from each study are also extracted, highlighting main results related to protective and risk factors, as well as the outcomes or effectiveness of interventions aimed at enhancing digital resilience. This comprehensive data collection enables a nuanced synthesis of the evidence base. Quality Appraisal of Studies Assessing the methodological quality and potential bias in included studies is a fundamental step in systematic reviews. The selection of appropriate appraisal tools depends on the study design. For systematic and scoping reviews, the AMSTAR 2 tool is employed, which provides a structured assessment of review quality. Empirical and intervention studies are evaluated using the JBI Critical Appraisal Tools, including checklists tailored for cross-sectional and quasi-experimental studies. While studies are not excluded solely based on quality, the interpretation of findings from lower-quality studies is approached with caution. This ensures that conclusions drawn from the synthesis are balanced and consider the robustness of the evidence. Synthesis Approach Studies were grouped into two categories aligned with the review’s aims: Systematic and scoping reviews (n = 5) — synthesizing conceptual frameworks and cross-study insights. Empirical and intervention studies (n = 11) — examining school-based interventions, parental mediation, peer support, and resilience as a buffer against online risks. Findings were synthesized narratively, highlighting convergent themes (e.g., socio-ecological frameworks, intervention effectiveness, parental mediation), Alpha-specific relevance, and measurement gaps. PRISMA Flow Diagram Results Findings from Systematic and Scoping Reviews (Table 1 ) Table 1 Systematic and Scoping Reviews on Digital Resilience in Children (Alpha Generation) Study (year, country) Sample Design / Measures Key Findings Alpha Relevance Limitations Hammond et al., 2024 – global Children 8–12 + parents/educators (qualitative studies) Systematic review + meta-ethnography Socio-ecological model of digital resilience; need validated measures Yes, partial Alpha Few validated tools; mostly qualitative Vissenberg et al., 2022 – global 30 empirical youth studies Systematic review Digital literacy supports resilience Yes, indirect Alpha No meta-analysis Saputri et al., 2024 – global 16 youth studies Scoping review Identified protective and recovery frameworks Yes, indirect Alpha Few empirical Stoilova et al., 2021 – EU Children 9–16 (25,000+) Large-scale survey (EU Kids Online) Resilience linked to mediation, positive online opportunities Yes, includes Alpha Cross-country heterogeneity Livingstone et al., 2019 – UK Children 8–12 + parents Survey + focus groups Active mediation effective; restrictive mediation less so Yes, direct Alpha Limited diversity Across the five systematic and scoping reviews, evidence consistently underscores digital resilience as a multi-layered and socio-ecological construct. Hammond et al. ( 2024 ) conducted a systematic review and meta-ethnography of qualitative studies with children, parents, and educators aged 8–12, identifying digital resilience as emerging from the interaction between children’s cognitive and emotional competencies, parental support, and institutional structures (Hammond et al., 2024 ). They also emphasized the urgent need for validated measurement tools tailored to children. Similarly, Vissenberg et al., ( 2022 ), in a systematic review of 30 empirical studies, highlighted the protective role of digital literacy in supporting resilience and wellbeing, though they noted the absence of standardized definitions and measures across studies, preventing robust meta-analysis. Saputri et al. ( 2024 ), in a scoping review of 16 youth studies, identified protective and recovery frameworks, stressing the importance of education and community interventions for fostering resilience. Stoilova et al., ( 2021 ), using large-scale EU Kids Online survey data from over 25,000 children aged 9–16, found that resilience was positively associated with parental mediation and opportunities for creative digital engagement, while restrictive mediation was less effective. Livingstone et al., ( 2019 ) further confirmed that active parental mediation and shared digital practices supported resilience among children aged 8–12, though their UK-based data were limited in diversity. Collectively, these reviews highlight that digital resilience is built through a combination of individual skills, family mediation, and structural supports, but they share limitations including measurement heterogeneity, reliance on Western samples, and insufficient longitudinal data. Findings from Empirical and Intervention Studies (Table 2 ) Table 2 Empirical and Intervention Studies on Digital Resilience in Children (Alpha Generation) Study (year, country) Sample Design / Measures Key Findings Alpha Relevance Limitations Hammond et al., 2023 – UK Children 8–12 (N = 59) + adults Focus groups & interviews Support from parents, peers, and schools vital Yes, some Alpha Small purposive sample; UK only Lee & Hancock, 2023 – global Elementary students (N = 566) Intervention evaluation Improved digital skills, efficacy, and help-seeking Yes, likely Alpha No long-term follow-up Martzoukou et al., 2020 – UK Secondary students ~ 12 yrs (N = 30) Pilot workshop + survey Positive reception; valued safety content Partly Alpha Very small sample Putra & Irwansyah 2024 – Indonesia Parents (N = 58) of children elementary–high Survey + review Parental literacy & mediation linked to resilience Yes, probable Alpha Small sample Wisniewski et al., 2015 – USA Adolescents 13–17 (N = 75) Survey; path analysis Resilience buffers online risks No, pre-Alpha Small N; cross-sectional Meng et al., 2023 – China Preschool children (< 5, parent-report) SEM model Resilience mediates literacy → readiness Yes, direct Alpha Parent-report Cross et al., 2016 – Australia Schoolchildren 8–14 (~ 1000) Mixed methods Peer and school support reduce cyberbullying impact Yes, older cohorts, not strictly Alpha Not Alpha-specific Hinduja & Patchin, 2017 – USA Middle-schoolers (~ 1500) Survey Social support buffers online harm Likely Alpha in later waves Cross-sectional Byrne et al., 2016 – Ireland Children 9–12 (~ 800) Survey Children learn resilience via coping Borderline Alpha Not longitudinal Hollis et al., 2018 — UK Adolescents 11–15 (~ 300) Intervention pilot Improved awareness and coping Partly Alpha Pilot, small N Kurniadi et al., 2023 – Indonesia University students Scale development Reliable digital resilience scale (adult context) No, not child sample Not child-specific Empirical studies provide more granular evidence of how resilience develops and can be supported in practice. Hammond et al., ( 2023 ) reported from UK-based focus groups with children aged 8–12 and interviews with adults that children depend heavily on support from parents, peers, and schools when coping with digital challenges. In a large-scale intervention study, Lee and Hancock ( 2023 ) evaluated an elementary school programme with 566 participants, finding improvements in digital skills, self-efficacy, and help-seeking behaviors post-intervention, though long-term follow-up was lacking. Martzoukou (2020) tested a pilot resource, Maddie is Online , with a small group of 12-year-olds, and found children valued creative and safety-focused content, but the limited sample size reduced generalizability. Parental mediation emerged as a recurring theme. Putra and Irwansyah ( 2024 ), using a survey of Indonesian parents, reported that active parental mediation and higher parental literacy were linked with more positive outcomes for children’s resilience. Similarly, Hammond et al. ( 2023 ) found that children recognized parental guidance as a key source of support. Studies also confirm that resilience functions as a buffer against online risks. Wisniewski et al. ( 2015 ), surveying adolescents aged 13–17 in the United States, showed that resilience reduced the negative effects of problematic internet use, while Hinduja and Patchin ( 2017 ) demonstrated that strong social support buffered cyberbullying harms among middle-schoolers. Cross et al. ( 2016 ) further showed, in a mixed-methods study with over 1,000 Australian schoolchildren, that peer support and a positive school climate reduced the impact of cyber victimization. Byrne et al. ( 2016 ) similarly reported that children aged 9–12 developed resilience by engaging in active coping strategies, though their cross-sectional design limited causal interpretation. Evidence from intervention pilots points to short-term but promising outcomes. Hollis et al. ( 2017 ) found that a UK-based intervention for adolescents aged 11–15 improved awareness and coping strategies, although sample size and design limited broader conclusions. Importantly, Meng et al. ( 2023 ), focusing on preschool children in China, demonstrated that resilience mediated the relationship between digital literacy and school readiness, showing that resilience processes emerge even before formal schooling. Finally, Kurniadi et al., ( 2023 ) developed a reliable digital resilience scale among university students in Indonesia, suggesting measurement advances, though the tool is not yet tailored for younger populations. Overall, empirical evidence affirms that interventions can enhance digital resilience in the short term, parental mediation plays a protective role, and resilience buffers against online risks. Yet, consistent with the review findings, limitations such as small sample sizes, reliance on cross-sectional or parent-report data, and a lack of validated child-specific scales constrain the strength of conclusions. Discussion The existing body of research emphasizes that digital resilience among Generation Alpha, children born after 2010, is a multifaceted construct rooted in a socio-ecological framework. This perspective recognizes that resilience is not solely an individual trait but emerges from the dynamic interactions between personal skills, familial support, educational interventions, and broader societal influences (Hammond et al., 2024 ; Vissenberg et al., 2022 ). The conceptualizations and definitions of digital resilience vary across studies, but a common theme is its role as a protective factor that mitigates online risks such as cyberbullying, problematic internet use, and exposure to harmful content (Livingstone et al., 2019 ; Stoilova et al., 2021 ). These definitions often incorporate components like digital literacy, self-efficacy, coping strategies, and emotional regulation, which collectively contribute to a child's capacity to navigate digital environments safely and effectively. Research identifies several individual, parental, and technological factors that influence digital resilience in Generation Alpha. Individual factors include digital skills, self-efficacy, and emotional regulation abilities, which are crucial for children to respond adaptively to online challenges (Lee & Hancock, 2023 ; Meng and Li, 2023). Parental mediation, particularly active discussions about online issues and digital literacy, plays a significant role in fostering resilience (Putra & Irwansyah, 2024 ; Hammond et al., 2022). Conversely, restrictive parental controls may limit opportunities for positive exploration and help-seeking behaviors, highlighting the importance of balanced mediation strategies (Livingstone et al., 2019 ). Technological factors such as access to age-appropriate digital resources and supportive online environments also contribute to resilience, emphasizing the need for safe and engaging digital spaces (Hollis et al., 2018; Martzoukou, 2020). Various interventions and educational strategies have been studied to enhance digital resilience in Generation Alpha. School-based curricula aimed at increasing digital literacy and coping skills have demonstrated short-term improvements in children’s self-efficacy and help-seeking behaviors (Hollis et al., 2018; Lee & Hancock, 2023 ). Creative and age-appropriate digital resources, such as those used in the Maddie is Online pilot project, foster engagement and reflection, which are vital for resilience development (Martzoukou, 2020). Early childhood interventions show promise in mediating outcomes like school readiness and socio-emotional development, suggesting that resilience processes are active even before formal schooling begins (Meng & Li, 2023). However, a significant gap remains regarding the long-term effectiveness of these interventions, as most studies lack follow-up assessments to determine the durability of behavioral changes (Hammond et al., 2024 ). The literature also reports both positive and negative outcomes associated with digital resilience levels. Higher resilience scores are linked to reduced psychological impacts of internet addiction and cyberbullying, indicating its protective role (Wisniewski et al., 2015 ; Hinduja & Patchin, 2017 ). Conversely, over-reliance on restrictive parental controls may hinder children’s opportunities for positive digital engagement and help-seeking, potentially undermining resilience (Livingstone et al., 2019 ; Stoilova et al., 2021 ). These findings underscore the importance of balanced approaches that promote active mediation and digital literacy rather than solely restricting access. Overall, the evidence suggests that fostering digital resilience can lead to better mental health, social-emotional well-being, and responsible digital citizenship among Generation Alpha (Hammond et al., 2024 ). Despite these advances, the field faces several challenges. Measurement issues are prominent, with a lack of standardized, validated scales specifically designed for children’s digital resilience. Many studies adapt adult resilience measures, which may not fully capture the unique dynamics of children’s digital experiences (Kurniadi et al., 2023 ). Additionally, most research is conducted within Western contexts, limiting the generalizability of findings to diverse cultural settings. Cross-cultural studies from Indonesia and China highlight that cultural differences influence both risks and protective mechanisms, emphasizing the need for culturally sensitive research and interventions (Putra & Irwansyah, 2024 ; Meng & Li, 2023). Furthermore, the majority of studies rely on cross-sectional data, restricting causal inferences and understanding of developmental trajectories over time (Hammond et al., 2024 ). Longitudinal and cohort-based research, particularly focusing on the Alpha generation, is essential to elucidate how resilience develops and sustains across different stages of childhood and adolescence. In conclusion, current evidence indicates that digital resilience in Generation Alpha is a complex, multi-level construct that can be cultivated through targeted interventions, family support, and supportive digital environments. The protective effects of resilience are evident in reducing online risks and promoting positive outcomes, but significant gaps remain in measurement, longitudinal understanding, and cultural applicability. Addressing these gaps through validated tools, long-term studies, and culturally inclusive research will be critical for advancing knowledge and practice. Future research should prioritize cohort-specific investigations of Alpha children, develop standardized measurement instruments, and evaluate the long-term impact of interventions. Such efforts will ensure that Generation Alpha can develop sustainable digital resilience, enabling them to navigate the digital landscape safely and responsibly in their ongoing development (Hammond et al., 2024 ; Vissenberg et al., 2022 ). Despite advances, significant gaps remain. There is a pressing need for standardized, validated measurement tools specifically designed for children to assess digital resilience accurately. Current measures often adapt adult scales, which may not capture the unique dynamics of children’s online experiences. Additionally, most research is concentrated in Western contexts, with limited data from diverse cultural settings, including low- and middle-income countries. Longitudinal and cohort studies focusing explicitly on Alpha children are essential to understand developmental trajectories and the long-term effectiveness of interventions. Furthermore, research should explore how digital resilience influences broader outcomes such as mental health, social skills, and digital citizenship over time. Findings suggest that fostering digital resilience requires comprehensive, multi-level approaches. Educational policies should promote curricula that integrate digital literacy, emotional regulation, and online safety. Parental education programs are vital to equip caregivers with skills to actively mediate and support children’s digital experiences. Policies should also encourage the development of culturally sensitive, validated assessment tools to monitor resilience levels. Emphasizing positive digital opportunities, rather than solely restrictions, can enhance resilience and digital citizenship. Practitioners should adopt holistic strategies that involve schools, families, and communities to create supportive environments conducive to resilience development. The current literature faces several limitations. Predominantly cross-sectional designs restrict causal inferences and long-term evaluations. Measurement heterogeneity hampers comparability across studies, with a lack of validated, child-specific resilience scales. Most research is Western-centric, limiting generalizability to diverse cultural contexts. Additionally, the majority of studies infer Alpha cohort inclusion based on age rather than explicit cohort identification, underscoring the need for targeted longitudinal research on this specific group. These limitations highlight the necessity for more rigorous, culturally inclusive, and cohort-specific investigations. Future studies should prioritize longitudinal designs that track the development of digital resilience in Alpha children over time. Developing and validating age-appropriate, culturally sensitive measurement instruments is critical for accurate assessment. Research should also focus on cohort-specific analyses to understand unique developmental trajectories and contextual influences. Embedding long-term evaluation components within intervention studies will provide insights into sustainability and effectiveness. Additionally, expanding research beyond Western contexts will ensure that policies and practices are inclusive and globally relevant. These efforts will support the creation of evidence-based strategies to enhance digital resilience, ensuring that Alpha children can navigate digital environments safely and responsibly throughout their development. Declarations Acknowledgements: The authors acknowledge the helpful feedback provided by colleagues and fellow research scholars in the Department of Psychology, Acharya Narendra Dev Nagar Nigam Mahila Mahavidyalaya, Kanpur, India. Special thanks are extended to the supervisor for continuous guidance and to Chhatrapati Shahu Ji Maharaj University, Kanpur, India, for providing access to research facilities and scholarly databases. Authors’ Contributions: S.V. conceived and supervised the study, led the overall research design, and guided all stages of data collection, analysis, and manuscript preparation. R.B. contributed to literature screening, data extraction, statistical analysis, and drafting of the manuscript. I.S. assisted in study design, data interpretation, and manuscript revision. All authors contributed to the conceptualization, analysis, and interpretation of the findings. All authors read and approved the final manuscript and agree to be accountable for all aspects of the work. Funding: No funding was received for this study. Conflicts of Interest: The authors declare that they have no conflicts of interest. Ethical Approval Statement: As this study is a systematic review of previously published research, it did not involve the collection of primary data from human participants. Therefore, ethical approval was not required. All included studies were reviewed for ethical compliance as reported by their original authors. Consent to Participate: Not applicable. Consent to Publish: Not applicable. Clinical Trial Number: Not applicable. Data Availability Statement: Not applicable. Trial Registration: The protocol for this systematic review was registered with the International Prospective Register of Systematic Reviews (PROSPERO) under the registration number CRD420261284819 . References Block JH, Block J. 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Digital resilience: Navigating disruption and safeguarding data privacy. Springer Nat Switz. 2024. https://doi.org/10.1007/978-3-031-53290-0 . Smith N, Georgiou M, Jalali MS, Chastin S. Planning, implementing and governing systems-based co-creation: The DISCOVER framework. Health Res Policy Syst. 2024;22(1):6. Stoilova M, Livingstone S, Khazbak R. Investigating risks and opportunities for children in a digital world: A rapid review of the evidence on children’s internet use and outcomes. UNICEF Office of Research – Innocenti; 2021. https://www.unicef.org/innocenti/media/5621/file/UNICEF-Investigating-Risks-Opportunities-Children-Digital-World-2021.pdf . UNICEF. (2019). For every child, reimagine: UNICEF annual report 2019. United Nations Children’s Fund. Vissenberg J, d’Haenens L, Livingstone S. Digital literacy and online resilience as facilitators of young people’s wellbeing? A systematic review. Eur Psychol. 2022;27(2):76–85. https://doi.org/10.1027/1016-9040/a000478 . Wisniewski P, Jia H, Wang N, Zheng S, Xu H, Rosson MB, Carroll JM. (2015). Resilience mitigates the negative effects of adolescent internet addiction and online risk exposure. Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems , 4029–4038. https://doi.org/10.1145/2702123.2702240 Additional Declarations No competing interests reported. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8741881","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Systematic Review","associatedPublications":[],"authors":[{"id":598824015,"identity":"798f113e-48bb-4419-9d10-52d42e629ec6","order_by":0,"name":"Shikha Verma","email":"data:image/png;base64,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","orcid":"","institution":"Acharya Narendra Dev Nagar Nigam Mahila Mahavidyalaya","correspondingAuthor":true,"prefix":"","firstName":"Shikha","middleName":"","lastName":"Verma","suffix":""},{"id":598824016,"identity":"a0b5bb1f-4f30-420e-9f9a-cc9d6f403a0c","order_by":1,"name":"Ritika Bajpai","email":"","orcid":"","institution":"Acharya Narendra Dev Nagar Nigam Mahila Mahavidyalaya","correspondingAuthor":false,"prefix":"","firstName":"Ritika","middleName":"","lastName":"Bajpai","suffix":""},{"id":598824017,"identity":"56a409d4-be94-4576-8668-d38244f5e4d4","order_by":2,"name":"Indu Singh","email":"","orcid":"","institution":"Acharya Narendra Dev Nagar Nigam Mahila Mahavidyalaya","correspondingAuthor":false,"prefix":"","firstName":"Indu","middleName":"","lastName":"Singh","suffix":""}],"badges":[],"createdAt":"2026-01-30 13:54:41","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-8741881/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-8741881/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":104168642,"identity":"5de0c408-4c50-4a14-acb4-de174be5bae4","added_by":"auto","created_at":"2026-03-08 14:34:51","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":676355,"visible":true,"origin":"","legend":"\u003cp\u003ePRISMA Flow Diagram\u003c/p\u003e","description":"","filename":"floatimage1.png","url":"https://assets-eu.researchsquare.com/files/rs-8741881/v1/4b0addb743ec0e6a92ea1aa0.png"},{"id":104403457,"identity":"aca78f6e-4389-4812-bebf-33874f8ac659","added_by":"auto","created_at":"2026-03-11 12:18:22","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1431080,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8741881/v1/9b8b5321-1cf4-4cb5-baec-cc65f1c7ac6d.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Digital resilience among children born after 2010 a systematic review of Generation Alpha research","fulltext":[{"header":"Introduction","content":"\u003cp\u003eThe digital landscape has transformed childhood experiences in unprecedented ways, particularly for Generation Alpha\u0026mdash;children born after 2010\u0026mdash;who are the first to grow up entirely within a digitally connected world (Livingstone et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Unlike previous generations, their formative years are characterized by constant interaction with smartphones, tablets, and digital platforms for education, socialization, and leisure. While these technologies offer significant opportunities for creativity, knowledge acquisition, and global connectivity, they also expose children to risks such as cyberbullying, harmful or misleading content, privacy violations, and digital overuse, which can adversely affect psychological, social, and physical well-being (UNICEF, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2019\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eResilience, in psychological terms, is defined as the capacity to adapt and recover from stress and adversity (Block \u0026amp; Block, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1980\u003c/span\u003e). Extending this concept into the digital domain, \u003cem\u003edigital resilience\u003c/em\u003e refers to the ability to recognize, manage, and recover from online adversities while maintaining well-being and agency (Helsper, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). It incorporates cognitive, emotional, and behavioral competencies that enable children to adapt positively to challenges in online spaces, fostering safe internet use, emotional regulation, and confidence in digital navigation (Nguyen et al., \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Theoretically, digital resilience can be understood through an ecological perspective, where individual skills, family mediation, peer influence, and broader institutional or cultural contexts interact to shape adaptive responses. This perspective situates digital resilience not as a fixed trait but as a developmental process influenced by multiple layers of a child\u0026rsquo;s environment (Livingstone \u0026amp; Stoilova, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eDeveloping digital resilience is particularly crucial for Generation Alpha, whose immersion in digital environments coincides with sensitive developmental stages. As children\u0026rsquo;s cognitive, social, and emotional systems are still forming, their responses to digital risks can have long-term consequences for identity, coping, and well-being. At the same time, cultivating resilience can turn digital challenges into opportunities for growth, empowerment, and skill acquisition (Casalino et al., \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). In this regard, resilience in the digital era is both a protective factor and a developmental competency that prepares children to thrive in uncertain and fast-changing digital environments.\u003c/p\u003e \u003cp\u003eOver the past decade, research on digital resilience has expanded to examine diverse correlates, including parenting and mediation practices, school-based interventions, socio-emotional learning, individual psychological traits, and community support structures (Livingstone et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Shandilya et al., \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). However, systematic synthesis that focuses specifically on Generation Alpha remains limited. Existing reviews often aggregate findings across broad age groups, making it difficult to capture the unique developmental trajectories and contextual realities of children born after 2010. Moreover, conceptual frameworks remain fragmented, measurement instruments lack standardization, and cross-cultural comparisons are sparse (Smith et al., \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). This limits the field\u0026rsquo;s ability to generate robust, evidence-based recommendations for practice and policy.\u003c/p\u003e \u003cp\u003eThis review seeks to address these gaps by systematically synthesizing empirical studies published between 2010 and 2025 on digital resilience in Generation Alpha. Specifically, it aims to (a) clarify how digital resilience has been conceptualized and measured, (b) identify psychosocial and contextual factors influencing resilience, and (c) evaluate the effectiveness of interventions across diverse cultural and educational settings. By doing so, the review not only contributes to theoretical refinement of digital resilience but also provides actionable insights for educators, policymakers, practitioners, and families.\u003c/p\u003e \u003cp\u003eUnderstanding digital resilience in Generation Alpha is more than an academic concern; it is a social and ethical imperative. Childhood and adolescence are critical windows for developing adaptive coping skills and healthy digital habits that shape lifelong well-being and participation in increasingly digitized societies (Livingstone \u0026amp; Stoilova, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Livingstone, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). The acceleration of digital dependency during the COVID-19 pandemic further highlights the urgency of equipping children with strategies to navigate risks and leverage opportunities online (Nguyen et al., \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe research questions are designed to address the fragmented nature of the evidence and align with your stated aim: synthesizing current knowledge on digital resilience in the Alpha Generation.\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat are the key conceptualizations, components, and definitions of digital resilience specific to Generation Alpha (children born after 2010)?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat individual, parental, and technological factors are identified in the literature as protective or risk factors for digital resilience in Generation Alpha?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat interventions, educational strategies, or programs have been studied or proposed to foster or improve digital resilience in Generation Alpha?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat are the reported positive and negative outcomes associated with the level of digital resilience in Generation Alpha (e.g., on mental health, social-emotional development, and digital citizenship)?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e"},{"header":"Methodology","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eDesign\u003c/h2\u003e \u003cp\u003eThis systematic review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines to identify, appraise, and synthesize research on digital resilience in Generation Alpha. The review utilizes a narrative synthesis approach, as the heterogeneity of study designs and outcomes is likely to preclude a formal meta-analysis.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eSearch Strategy and Data Sources\u003c/h3\u003e\n\u003cp\u003eA comprehensive literature search was conducted across five major academic databases (as provided): PubMed, PsycINFO, Scopus, Web of Science, and Google Scholar. The search was limited to peer-reviewed articles published in English between 2010 and 2025.\u003c/p\u003e \u003cp\u003eThe search strategy used a combination of keywords related to the \u003cb\u003ePopulation\u003c/b\u003e (Generation Alpha/children) and the \u003cb\u003eConcept\u003c/b\u003e (Digital Resilience), connected by Boolean operators (\u003cb\u003eAND\u003c/b\u003e, \u003cb\u003eOR\u003c/b\u003e), with truncation (\u003cspan\u003e$\u003c/span\u003e\\*\u003cspan\u003e$\u003c/span\u003e) where appropriate:\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Taba\" border=\"1\"\u003e \u003ccolgroup cols=\"2\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSearch Terms\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePopulation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\"Generation Alpha\" OR \"children\" OR \"childhood\" OR \"elementary school students\" OR \"primary school students\" OR \"adolescents\" OR \"youth\" \u003cb\u003eAND\u003c/b\u003e \"born after 2010\" OR \"born 2010\"\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eConcept\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\"digital resilience\" OR \"online resilience\" OR \"cyber resilience\" OR \"digital citizenship\" OR \"media literacy\" OR \"digital skills\" \u003cb\u003eAND\u003c/b\u003e \"coping\" OR \"risk\" OR \"protective factors\"\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cem\u003eA separate, iterative search was conducted on Google Scholar to identify relevant grey literature and ensure maximal coverage, followed by backward and forward citation searching of included studies (snowballing).\u003c/em\u003e \u003c/p\u003e\n\u003ch3\u003eEligibility Criteria and Study Selection\u003c/h3\u003e\n\u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003eInclusion Criteria\u003c/h2\u003e \u003cp\u003eThe inclusion criteria for selecting relevant studies focus on specific populations, concepts, study designs, and publication parameters. Firstly, the population targeted includes children aged 12 years or younger, which corresponds to the core age range of Generation Alpha. This also encompasses parents and educators involved with children within this age group, emphasizing the importance of understanding digital resilience in early childhood contexts. Secondly, the concept of interest pertains to studies that explicitly address or empirically measure aspects directly related to digital resilience. This includes coping mechanisms for online risks, digital problem-solving skills, and emotional regulation within digital environments, highlighting the multifaceted nature of resilience in digital contexts. Thirdly, the study design criteria encompass systematic reviews, scoping reviews, large-scale surveys, empirical research, and intervention studies, ensuring a comprehensive understanding of the topic through various research methodologies. Lastly, the publication parameters specify that eligible articles must be peer-reviewed, published in English, and fall within the timeframe from 2010 to 2025, ensuring the relevance and quality of the included literature.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eExclusion Criteria\u003c/h3\u003e\n\u003cp\u003eStudies are excluded if their primary focus is on adolescents aged 13 years or older or on adults, as the emphasis is on early childhood. Additionally, research that discusses general resilience without a specific focus on digital components is not considered relevant, as the aim is to understand resilience within digital environments specifically. Furthermore, purely theoretical papers, editorials, conference abstracts, and book chapters that are not peer-reviewed are excluded to maintain the scientific rigor and empirical basis of the review. These exclusion criteria help narrow the scope to studies that provide concrete, applicable insights into digital resilience among young children and their immediate social environments.\u003c/p\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eStudy Selection Process\u003c/h2\u003e \u003cp\u003eThe process of selecting studies involves several systematic steps. Initially, all articles retrieved from database searches are imported into reference management software such as EndNote, where duplicates are identified and removed to streamline the dataset. Subsequently, two independent reviewers, designated as R.B. and I.S., conduct screening by examining the titles and abstracts of the remaining articles against the predefined eligibility criteria. This dual-review process minimizes bias and enhances the reliability of the selection. For articles deemed potentially relevant, full texts are retrieved and assessed for final inclusion by the same reviewers. Any disagreements between the reviewers are resolved through consensus or by consulting a third reviewer, identified as S.V. This process ensures a thorough and unbiased selection of studies. The entire process is documented and visualized using the PRISMA flow diagram, which maps each stage of the study selection, from initial identification to final inclusion, providing transparency and clarity in the review methodology.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eData Extraction\u003c/h3\u003e\n\u003cp\u003eThe process of data extraction in research studies involves the systematic collection of relevant information from each included study to ensure consistency and comprehensiveness. A standardized data extraction form is typically employed to facilitate this process, capturing essential details across various dimensions. These dimensions include study characteristics such as the authorship, year of publication, geographical location or setting, the primary aim of the study, and its design. Understanding these elements provides context and aids in the comparison of findings across different studies.\u003c/p\u003e \u003cp\u003ePopulation details are also recorded, encompassing the sample size, age range of participants\u0026mdash;whether children, parents, or educators\u0026mdash;and specific characteristics pertinent to Generation Alpha, the focus demographic. This information helps in understanding the scope and applicability of the research findings.\u003c/p\u003e \u003cp\u003eAnother critical aspect is the focus on digital resilience. This involves documenting the definition or conceptual model of digital resilience adopted in each study, along with the particular risks or challenges investigated, such as cyberbullying or misinformation. These insights are vital for understanding how digital resilience is conceptualized and addressed within different research contexts.\u003c/p\u003e \u003cp\u003eKey findings from each study are also extracted, highlighting main results related to protective and risk factors, as well as the outcomes or effectiveness of interventions aimed at enhancing digital resilience. This comprehensive data collection enables a nuanced synthesis of the evidence base.\u003c/p\u003e\n\u003ch3\u003eQuality Appraisal of Studies\u003c/h3\u003e\n\u003cp\u003eAssessing the methodological quality and potential bias in included studies is a fundamental step in systematic reviews. The selection of appropriate appraisal tools depends on the study design. For systematic and scoping reviews, the AMSTAR 2 tool is employed, which provides a structured assessment of review quality. Empirical and intervention studies are evaluated using the JBI Critical Appraisal Tools, including checklists tailored for cross-sectional and quasi-experimental studies.\u003c/p\u003e \u003cp\u003eWhile studies are not excluded solely based on quality, the interpretation of findings from lower-quality studies is approached with caution. This ensures that conclusions drawn from the synthesis are balanced and consider the robustness of the evidence.\u003c/p\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003eSynthesis Approach\u003c/h2\u003e \u003cp\u003eStudies were grouped into two categories aligned with the review\u0026rsquo;s aims:\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eSystematic and scoping reviews (n\u0026thinsp;=\u0026thinsp;5) \u0026mdash; synthesizing conceptual frameworks and cross-study insights.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eEmpirical and intervention studies (n\u0026thinsp;=\u0026thinsp;11) \u0026mdash; examining school-based interventions, parental mediation, peer support, and resilience as a buffer against online risks.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003cp\u003eFindings were synthesized narratively, highlighting convergent themes (e.g., socio-ecological frameworks, intervention effectiveness, parental mediation), Alpha-specific relevance, and measurement gaps.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003ePRISMA Flow Diagram\u003c/h2\u003e \u003c/div\u003e"},{"header":"Results","content":"\u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003eFindings from Systematic and Scoping Reviews (Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e)\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eSystematic and Scoping Reviews on Digital Resilience in Children (Alpha Generation)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eStudy (year, country)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSample\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eDesign / Measures\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eKey Findings\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eAlpha Relevance\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eLimitations\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHammond et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2024\u003c/span\u003e \u0026ndash; global\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eChildren 8\u0026ndash;12\u0026thinsp;+\u0026thinsp;parents/educators (qualitative studies)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSystematic review\u0026thinsp;+\u0026thinsp;meta-ethnography\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSocio-ecological model of digital resilience; need validated measures\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eYes, partial Alpha\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eFew validated tools; mostly qualitative\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVissenberg et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2022\u003c/span\u003e \u0026ndash; global\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e30 empirical youth studies\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSystematic review\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eDigital literacy supports resilience\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eYes, indirect Alpha\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNo meta-analysis\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSaputri et al., \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2024\u003c/span\u003e \u0026ndash; global\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e16 youth studies\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eScoping review\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eIdentified protective and recovery frameworks\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eYes, indirect Alpha\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eFew empirical\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eStoilova et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2021\u003c/span\u003e \u0026ndash; EU\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eChildren 9\u0026ndash;16 (25,000+)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eLarge-scale survey (EU Kids Online)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eResilience linked to mediation, positive online opportunities\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eYes, includes Alpha\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eCross-country heterogeneity\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLivingstone et al., \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2019\u003c/span\u003e \u0026ndash; UK\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eChildren 8\u0026ndash;12\u0026thinsp;+\u0026thinsp;parents\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSurvey\u0026thinsp;+\u0026thinsp;focus groups\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eActive mediation effective; restrictive mediation less so\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eYes, direct Alpha\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eLimited diversity\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eAcross the five systematic and scoping reviews, evidence consistently underscores digital resilience as a multi-layered and socio-ecological construct. Hammond et al. (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) conducted a systematic review and meta-ethnography of qualitative studies with children, parents, and educators aged 8\u0026ndash;12, identifying digital resilience as emerging from the interaction between children\u0026rsquo;s cognitive and emotional competencies, parental support, and institutional structures (Hammond et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). They also emphasized the urgent need for validated measurement tools tailored to children. Similarly, Vissenberg et al., (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), in a systematic review of 30 empirical studies, highlighted the protective role of digital literacy in supporting resilience and wellbeing, though they noted the absence of standardized definitions and measures across studies, preventing robust meta-analysis.\u003c/p\u003e \u003cp\u003eSaputri et al. (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), in a scoping review of 16 youth studies, identified protective and recovery frameworks, stressing the importance of education and community interventions for fostering resilience. Stoilova et al., (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), using large-scale EU Kids Online survey data from over 25,000 children aged 9\u0026ndash;16, found that resilience was positively associated with parental mediation and opportunities for creative digital engagement, while restrictive mediation was less effective. Livingstone et al., (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) further confirmed that active parental mediation and shared digital practices supported resilience among children aged 8\u0026ndash;12, though their UK-based data were limited in diversity. Collectively, these reviews highlight that digital resilience is built through a combination of individual skills, family mediation, and structural supports, but they share limitations including measurement heterogeneity, reliance on Western samples, and insufficient longitudinal data.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003eFindings from Empirical and Intervention Studies (Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e)\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eEmpirical and Intervention Studies on Digital Resilience in Children (Alpha Generation)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eStudy (year, country)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSample\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eDesign / Measures\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eKey Findings\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eAlpha Relevance\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eLimitations\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHammond et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2023\u003c/span\u003e \u0026ndash; UK\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eChildren 8\u0026ndash;12 (N\u0026thinsp;=\u0026thinsp;59) + adults\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eFocus groups \u0026amp; interviews\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSupport from parents, peers, and schools vital\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eYes, some Alpha\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eSmall purposive sample; UK only\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLee \u0026amp; Hancock, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2023\u003c/span\u003e \u0026ndash; global\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eElementary students (N\u0026thinsp;=\u0026thinsp;566)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eIntervention evaluation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eImproved digital skills, efficacy, and help-seeking\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eYes, likely Alpha\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNo long-term follow-up\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMartzoukou et al., \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2020\u003c/span\u003e \u0026ndash; UK\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSecondary students\u0026thinsp;~\u0026thinsp;12 yrs (N\u0026thinsp;=\u0026thinsp;30)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePilot workshop\u0026thinsp;+\u0026thinsp;survey\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePositive reception; valued safety content\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePartly Alpha\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eVery small sample\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePutra \u0026amp; Irwansyah \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2024\u003c/span\u003e \u0026ndash; Indonesia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eParents (N\u0026thinsp;=\u0026thinsp;58) of children elementary\u0026ndash;high\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSurvey\u0026thinsp;+\u0026thinsp;review\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eParental literacy \u0026amp; mediation linked to resilience\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eYes, probable Alpha\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eSmall sample\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWisniewski et al., \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2015\u003c/span\u003e \u0026ndash; USA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAdolescents 13\u0026ndash;17 (N\u0026thinsp;=\u0026thinsp;75)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSurvey; path analysis\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eResilience buffers online risks\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eNo, pre-Alpha\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eSmall N; cross-sectional\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMeng et al., \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2023\u003c/span\u003e \u0026ndash; China\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePreschool children (\u0026lt;\u0026thinsp;5, parent-report)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSEM model\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eResilience mediates literacy \u0026rarr; readiness\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eYes, direct Alpha\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eParent-report\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCross et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2016\u003c/span\u003e \u0026ndash; Australia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSchoolchildren 8\u0026ndash;14 (~\u0026thinsp;1000)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMixed methods\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePeer and school support reduce cyberbullying impact\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eYes, older cohorts, not strictly Alpha\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNot Alpha-specific\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHinduja \u0026amp; Patchin, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2017\u003c/span\u003e \u0026ndash; USA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMiddle-schoolers (~\u0026thinsp;1500)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSurvey\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSocial support buffers online harm\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eLikely Alpha in later waves\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eCross-sectional\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eByrne et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2016\u003c/span\u003e \u0026ndash; Ireland\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eChildren 9\u0026ndash;12 (~\u0026thinsp;800)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSurvey\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eChildren learn resilience via coping\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eBorderline Alpha\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNot longitudinal\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHollis et al., 2018 \u0026mdash; UK\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAdolescents 11\u0026ndash;15 (~\u0026thinsp;300)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eIntervention pilot\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eImproved awareness and coping\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePartly Alpha\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003ePilot, small N\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eKurniadi et al., \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2023\u003c/span\u003e \u0026ndash; Indonesia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUniversity students\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eScale development\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eReliable digital resilience scale (adult context)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eNo, not child sample\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNot child-specific\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eEmpirical studies provide more granular evidence of how resilience develops and can be supported in practice. Hammond et al., (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) reported from UK-based focus groups with children aged 8\u0026ndash;12 and interviews with adults that children depend heavily on support from parents, peers, and schools when coping with digital challenges. In a large-scale intervention study, Lee and Hancock (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) evaluated an elementary school programme with 566 participants, finding improvements in digital skills, self-efficacy, and help-seeking behaviors post-intervention, though long-term follow-up was lacking. Martzoukou (2020) tested a pilot resource, \u003cem\u003eMaddie is Online\u003c/em\u003e, with a small group of 12-year-olds, and found children valued creative and safety-focused content, but the limited sample size reduced generalizability.\u003c/p\u003e \u003cp\u003eParental mediation emerged as a recurring theme. Putra and Irwansyah (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), using a survey of Indonesian parents, reported that active parental mediation and higher parental literacy were linked with more positive outcomes for children\u0026rsquo;s resilience. Similarly, Hammond et al. (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) found that children recognized parental guidance as a key source of support.\u003c/p\u003e \u003cp\u003eStudies also confirm that resilience functions as a buffer against online risks. Wisniewski et al. (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2015\u003c/span\u003e), surveying adolescents aged 13\u0026ndash;17 in the United States, showed that resilience reduced the negative effects of problematic internet use, while Hinduja and Patchin (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) demonstrated that strong social support buffered cyberbullying harms among middle-schoolers. Cross et al. (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) further showed, in a mixed-methods study with over 1,000 Australian schoolchildren, that peer support and a positive school climate reduced the impact of cyber victimization. Byrne et al. (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) similarly reported that children aged 9\u0026ndash;12 developed resilience by engaging in active coping strategies, though their cross-sectional design limited causal interpretation.\u003c/p\u003e \u003cp\u003eEvidence from intervention pilots points to short-term but promising outcomes. Hollis et al. (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) found that a UK-based intervention for adolescents aged 11\u0026ndash;15 improved awareness and coping strategies, although sample size and design limited broader conclusions. Importantly, Meng et al. (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), focusing on preschool children in China, demonstrated that resilience mediated the relationship between digital literacy and school readiness, showing that resilience processes emerge even before formal schooling. Finally, Kurniadi et al., (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) developed a reliable digital resilience scale among university students in Indonesia, suggesting measurement advances, though the tool is not yet tailored for younger populations.\u003c/p\u003e \u003cp\u003eOverall, empirical evidence affirms that interventions can enhance digital resilience in the short term, parental mediation plays a protective role, and resilience buffers against online risks. Yet, consistent with the review findings, limitations such as small sample sizes, reliance on cross-sectional or parent-report data, and a lack of validated child-specific scales constrain the strength of conclusions.\u003c/p\u003e \u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe existing body of research emphasizes that digital resilience among Generation Alpha, children born after 2010, is a multifaceted construct rooted in a socio-ecological framework. This perspective recognizes that resilience is not solely an individual trait but emerges from the dynamic interactions between personal skills, familial support, educational interventions, and broader societal influences (Hammond et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Vissenberg et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). The conceptualizations and definitions of digital resilience vary across studies, but a common theme is its role as a protective factor that mitigates online risks such as cyberbullying, problematic internet use, and exposure to harmful content (Livingstone et al., \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Stoilova et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). These definitions often incorporate components like digital literacy, self-efficacy, coping strategies, and emotional regulation, which collectively contribute to a child's capacity to navigate digital environments safely and effectively.\u003c/p\u003e \u003cp\u003eResearch identifies several individual, parental, and technological factors that influence digital resilience in Generation Alpha. Individual factors include digital skills, self-efficacy, and emotional regulation abilities, which are crucial for children to respond adaptively to online challenges (Lee \u0026amp; Hancock, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Meng and Li, 2023). Parental mediation, particularly active discussions about online issues and digital literacy, plays a significant role in fostering resilience (Putra \u0026amp; Irwansyah, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Hammond et al., 2022). Conversely, restrictive parental controls may limit opportunities for positive exploration and help-seeking behaviors, highlighting the importance of balanced mediation strategies (Livingstone et al., \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Technological factors such as access to age-appropriate digital resources and supportive online environments also contribute to resilience, emphasizing the need for safe and engaging digital spaces (Hollis et al., 2018; Martzoukou, 2020).\u003c/p\u003e \u003cp\u003eVarious interventions and educational strategies have been studied to enhance digital resilience in Generation Alpha. School-based curricula aimed at increasing digital literacy and coping skills have demonstrated short-term improvements in children\u0026rsquo;s self-efficacy and help-seeking behaviors (Hollis et al., 2018; Lee \u0026amp; Hancock, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Creative and age-appropriate digital resources, such as those used in the \u003cem\u003eMaddie is Online\u003c/em\u003e pilot project, foster engagement and reflection, which are vital for resilience development (Martzoukou, 2020). Early childhood interventions show promise in mediating outcomes like school readiness and socio-emotional development, suggesting that resilience processes are active even before formal schooling begins (Meng \u0026amp; Li, 2023). However, a significant gap remains regarding the long-term effectiveness of these interventions, as most studies lack follow-up assessments to determine the durability of behavioral changes (Hammond et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe literature also reports both positive and negative outcomes associated with digital resilience levels. Higher resilience scores are linked to reduced psychological impacts of internet addiction and cyberbullying, indicating its protective role (Wisniewski et al., \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Hinduja \u0026amp; Patchin, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Conversely, over-reliance on restrictive parental controls may hinder children\u0026rsquo;s opportunities for positive digital engagement and help-seeking, potentially undermining resilience (Livingstone et al., \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Stoilova et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). These findings underscore the importance of balanced approaches that promote active mediation and digital literacy rather than solely restricting access. Overall, the evidence suggests that fostering digital resilience can lead to better mental health, social-emotional well-being, and responsible digital citizenship among Generation Alpha (Hammond et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eDespite these advances, the field faces several challenges. Measurement issues are prominent, with a lack of standardized, validated scales specifically designed for children\u0026rsquo;s digital resilience. Many studies adapt adult resilience measures, which may not fully capture the unique dynamics of children\u0026rsquo;s digital experiences (Kurniadi et al., \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Additionally, most research is conducted within Western contexts, limiting the generalizability of findings to diverse cultural settings. Cross-cultural studies from Indonesia and China highlight that cultural differences influence both risks and protective mechanisms, emphasizing the need for culturally sensitive research and interventions (Putra \u0026amp; Irwansyah, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Meng \u0026amp; Li, 2023). Furthermore, the majority of studies rely on cross-sectional data, restricting causal inferences and understanding of developmental trajectories over time (Hammond et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Longitudinal and cohort-based research, particularly focusing on the Alpha generation, is essential to elucidate how resilience develops and sustains across different stages of childhood and adolescence.\u003c/p\u003e \u003cp\u003eIn conclusion, current evidence indicates that digital resilience in Generation Alpha is a complex, multi-level construct that can be cultivated through targeted interventions, family support, and supportive digital environments. The protective effects of resilience are evident in reducing online risks and promoting positive outcomes, but significant gaps remain in measurement, longitudinal understanding, and cultural applicability. Addressing these gaps through validated tools, long-term studies, and culturally inclusive research will be critical for advancing knowledge and practice. Future research should prioritize cohort-specific investigations of Alpha children, develop standardized measurement instruments, and evaluate the long-term impact of interventions. Such efforts will ensure that Generation Alpha can develop sustainable digital resilience, enabling them to navigate the digital landscape safely and responsibly in their ongoing development (Hammond et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Vissenberg et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eDespite advances, significant gaps remain. There is a pressing need for standardized, validated measurement tools specifically designed for children to assess digital resilience accurately. Current measures often adapt adult scales, which may not capture the unique dynamics of children\u0026rsquo;s online experiences. Additionally, most research is concentrated in Western contexts, with limited data from diverse cultural settings, including low- and middle-income countries. Longitudinal and cohort studies focusing explicitly on Alpha children are essential to understand developmental trajectories and the long-term effectiveness of interventions. Furthermore, research should explore how digital resilience influences broader outcomes such as mental health, social skills, and digital citizenship over time.\u003c/p\u003e \u003cp\u003eFindings suggest that fostering digital resilience requires comprehensive, multi-level approaches. Educational policies should promote curricula that integrate digital literacy, emotional regulation, and online safety. Parental education programs are vital to equip caregivers with skills to actively mediate and support children\u0026rsquo;s digital experiences. Policies should also encourage the development of culturally sensitive, validated assessment tools to monitor resilience levels. Emphasizing positive digital opportunities, rather than solely restrictions, can enhance resilience and digital citizenship. Practitioners should adopt holistic strategies that involve schools, families, and communities to create supportive environments conducive to resilience development.\u003c/p\u003e \u003cp\u003eThe current literature faces several limitations. Predominantly cross-sectional designs restrict causal inferences and long-term evaluations. Measurement heterogeneity hampers comparability across studies, with a lack of validated, child-specific resilience scales. Most research is Western-centric, limiting generalizability to diverse cultural contexts. Additionally, the majority of studies infer Alpha cohort inclusion based on age rather than explicit cohort identification, underscoring the need for targeted longitudinal research on this specific group. These limitations highlight the necessity for more rigorous, culturally inclusive, and cohort-specific investigations.\u003c/p\u003e \u003cp\u003eFuture studies should prioritize longitudinal designs that track the development of digital resilience in Alpha children over time. Developing and validating age-appropriate, culturally sensitive measurement instruments is critical for accurate assessment. Research should also focus on cohort-specific analyses to understand unique developmental trajectories and contextual influences. Embedding long-term evaluation components within intervention studies will provide insights into sustainability and effectiveness. Additionally, expanding research beyond Western contexts will ensure that policies and practices are inclusive and globally relevant. These efforts will support the creation of evidence-based strategies to enhance digital resilience, ensuring that Alpha children can navigate digital environments safely and responsibly throughout their development.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAcknowledgements:\u003c/strong\u003e\u003cbr\u003e\u0026nbsp;The authors acknowledge the helpful feedback provided by colleagues and fellow research scholars in the Department of Psychology, Acharya Narendra Dev Nagar Nigam Mahila Mahavidyalaya, Kanpur, India. Special thanks are extended to the supervisor for continuous guidance and to Chhatrapati Shahu Ji Maharaj University, Kanpur, India, for providing access to research facilities and scholarly databases.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026rsquo; Contributions:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eS.V. conceived and supervised the study, led the overall research design, and guided all stages of data collection, analysis, and manuscript preparation. R.B. contributed to literature screening, data extraction, statistical analysis, and drafting of the manuscript. I.S. assisted in study design, data interpretation, and manuscript revision. All authors contributed to the conceptualization, analysis, and interpretation of the findings. All authors read and approved the final manuscript and agree to be accountable for all aspects of the work.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding:\u003c/strong\u003e\u003cbr\u003e\u0026nbsp;No funding was received for this study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConflicts of Interest:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that they have no conflicts of interest.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthical Approval Statement:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAs this study is a systematic review of previously published research, it did not involve the collection of primary data from human participants. Therefore, ethical approval was not required. All included studies were reviewed for ethical compliance as reported by their original authors.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to Participate:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to Publish:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical Trial Number:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Availability Statement:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTrial Registration:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe protocol for this systematic review was registered with the International Prospective Register of Systematic Reviews (PROSPERO) under the registration number \u003cstrong\u003eCRD420261284819\u003c/strong\u003e.\u003c/p\u003e\n"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eBlock JH, Block J. 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Resilience mitigates the negative effects of adolescent internet addiction and online risk exposure. \u003cem\u003eProceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems\u003c/em\u003e, 4029\u0026ndash;4038. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1145/2702123.2702240\u003c/span\u003e\u003cspan address=\"10.1145/2702123.2702240\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"discpsy","sideBox":"Learn more about [Discover Psychology](https://www.springer.com/44202)","snPcode":"","submissionUrl":"","title":"Discover Psychology","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Alpha generation, Children, Digital literacy, Digital resilience, Online risks","lastPublishedDoi":"10.21203/rs.3.rs-8741881/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8741881/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThe rapid digitalization of childhood, particularly among Generation Alpha (children born after 2010), has created new opportunities alongside heightened exposure to online risks. Digital resilience the ability to recognize, manage, and recover from online adversities is essential for promoting safe and positive digital engagement during early development. This review synthesizes empirical research on digital resilience in Generation Alpha, focusing on its conceptualization, influencing factors, interventions, and outcomes. Following PRISMA guidelines, five major databases were systematically searched for studies published between 2010 and 2025 involving children aged 12 years or younger. Included studies comprised empirical, review, and intervention designs, with quality assessed using AMSTAR 2 and JBI tools. Findings indicate that digital resilience is a multi-layered socio-ecological construct shaped by individual competencies, parental mediation, and digital environments. Interventions, particularly school- and parent-based programs, demonstrated short-term improvements in digital skills and coping strategies, while higher resilience was associated with reduced online risks and better mental health outcomes. However, inconsistent measurement and limited longitudinal evidence remain significant challenges. Developing digital resilience requires multi-level, culturally sensitive approaches and more robust future research designs.\u003c/p\u003e","manuscriptTitle":"Digital resilience among children born after 2010 a systematic review of Generation Alpha research","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-03-08 14:34:47","doi":"10.21203/rs.3.rs-8741881/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2026-04-15T07:58:53+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-03-26T23:53:41+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-03-25T15:27:10+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-03-21T23:20:28+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-03-17T16:00:26+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-03-17T13:06:40+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-03-06T02:57:37+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"199982529717800100767659751602393550940","date":"2026-03-04T22:45:06+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-03-02T16:17:09+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"324442071327278038139062555557244695912","date":"2026-03-02T07:38:02+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"60017210576666938908976786026820184302","date":"2026-03-01T23:30:21+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"58092533672369951844979858085373088740","date":"2026-03-01T15:04:42+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"143358764284276050592455140601001846929","date":"2026-03-01T00:03:11+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"315791015389956807084202025960355146096","date":"2026-02-27T13:45:15+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"32662907689108406473123649260395406410","date":"2026-02-26T20:30:43+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"294130269179963637031560337360184889270","date":"2026-02-26T00:38:48+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2026-02-25T21:47:06+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2026-02-16T14:32:39+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2026-02-14T17:59:38+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2026-02-13T14:04:24+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Psychology","date":"2026-02-13T13:59:36+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"discpsy","sideBox":"Learn more about [Discover Psychology](https://www.springer.com/44202)","snPcode":"","submissionUrl":"","title":"Discover Psychology","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"41d9c07e-9152-4d99-a30e-8e5f0d2bc3c4","owner":[],"postedDate":"March 8th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-04-30T11:38:27+00:00","versionOfRecord":[],"versionCreatedAt":"2026-03-08 14:34:47","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8741881","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8741881","identity":"rs-8741881","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}