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Children's Best Interests in Digital Policy and Practice: From the Voices of Children, Youth and Experts around the World

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Title: Children's Best Interests in Digital Policy and Practice: From the Voices of Children, Youth and Experts around the World
Language: English
Authors: Bella Baghdasaryan, Steven Vosloo, United Nations Children's Fund (UNICEF) Office of Strategy and Evidence – Innocenti (Italy), United Nations Children's Fund (UNICEF)
Source: UNICEF Office of Strategy and Evidence – Innocenti. 2026.
Availability: UNICEF Office of Strategy and Evidence – Innocenti. Via degli Alfani, 58, 50121, Florence, Italy. Tel: 39055-20330; Fax: 39055-2033220. email: florence@unicef.org; Web site: https://www.unicef.org/innocenti/
Peer Reviewed: N
Page Count: 81
Publication Date: 2026
Sponsoring Agency: Google LLC
Document Type: Reports - Research
Descriptors: Childrens Rights, Electronic Learning, Foreign Countries, Childrens Attitudes, Childhood Interests, Educational Policy, Educational Practices, Child Safety, Trust (Psychology), Accountability, Participation, Privacy, Data Use, Empathy, Inclusion, Sense of Belonging, Digital Literacy, Artificial Intelligence, Equal Education, Access to Education, Access to Information, Barriers, Self Expression, Well Being
Geographic Terms: Brazil, India, Malaysia, Sierra Leone, Spain, Uganda, United States
Abstract: The principle of the best interests of the child ('the Principle') is increasingly invoked in digital policies, regulations and corporate commitments worldwide. Yet, despite its growing prominence, there is still limited guidance on how the Principle should be understood and implemented in relation to the digital environment. Children's perspectives remain largely absent from these critical debates, even though they are uniquely placed to articulate how digital technologies shape their lives and what they require for digital spaces to truly serve their interests. In recognition of the urgent need for formalized, rights-respecting consultation with children to ensure that policies, regulations and digital products reflect their lived experiences and voices, United Nations Children's Fund (UNICEF) Office of Strategy and Evidence -- Innocenti launched the "Best Interests of the Child in Relation to the Digital Environment" project. The project is aimed at capturing the views of a diverse group of children on how they understand the Principle in relation to the digital environment, what they believe is or is not in their best interests online, and how they envision a digital future that better supports their rights and well-being. This report draws on consultations with more than 200 children across seven countries (Brazil, India, Malaysia, Sierra Leone, Spain, Uganda and the USA), alongside insights from youth and experts, and brings forward children's lived experiences of the digital world. The report outlines a set of priorities grounded in children's own "wishes" for a digital environment that serves their best interests, alongside actionable recommendations for governments and technology companies. These include stronger accountability, child-centred design, investment in digital literacy, and inclusive, equitable access to digital technologies.
Abstractor: ERIC
Entry Date: 2026
Accession Number: ED680127
Database: ERIC
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  Data: Children's Best Interests in Digital Policy and Practice: From the Voices of Children, Youth and Experts around the World
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  Data: UNICEF Office of Strategy and Evidence – Innocenti. Via degli Alfani, 58, 50121, Florence, Italy. Tel: 39055-20330; Fax: 39055-2033220. email: florence@unicef.org; Web site: https://www.unicef.org/innocenti/
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  Data: <searchLink fieldCode="DE" term="%22Childrens+Rights%22">Childrens Rights</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Childrens+Attitudes%22">Childrens Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Childhood+Interests%22">Childhood Interests</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Safety%22">Child Safety</searchLink><br /><searchLink fieldCode="DE" term="%22Trust+%28Psychology%29%22">Trust (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Accountability%22">Accountability</searchLink><br /><searchLink fieldCode="DE" term="%22Participation%22">Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Privacy%22">Privacy</searchLink><br /><searchLink fieldCode="DE" term="%22Data+Use%22">Data Use</searchLink><br /><searchLink fieldCode="DE" term="%22Empathy%22">Empathy</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Sense+of+Belonging%22">Sense of Belonging</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+Literacy%22">Digital Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Information%22">Access to Information</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Expression%22">Self Expression</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Brazil%22">Brazil</searchLink><br /><searchLink fieldCode="DE" term="%22India%22">India</searchLink><br /><searchLink fieldCode="DE" term="%22Malaysia%22">Malaysia</searchLink><br /><searchLink fieldCode="DE" term="%22Sierra+Leone%22">Sierra Leone</searchLink><br /><searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink><br /><searchLink fieldCode="DE" term="%22Uganda%22">Uganda</searchLink><br /><searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The principle of the best interests of the child ('the Principle') is increasingly invoked in digital policies, regulations and corporate commitments worldwide. Yet, despite its growing prominence, there is still limited guidance on how the Principle should be understood and implemented in relation to the digital environment. Children's perspectives remain largely absent from these critical debates, even though they are uniquely placed to articulate how digital technologies shape their lives and what they require for digital spaces to truly serve their interests. In recognition of the urgent need for formalized, rights-respecting consultation with children to ensure that policies, regulations and digital products reflect their lived experiences and voices, United Nations Children's Fund (UNICEF) Office of Strategy and Evidence -- Innocenti launched the "Best Interests of the Child in Relation to the Digital Environment" project. The project is aimed at capturing the views of a diverse group of children on how they understand the Principle in relation to the digital environment, what they believe is or is not in their best interests online, and how they envision a digital future that better supports their rights and well-being. This report draws on consultations with more than 200 children across seven countries (Brazil, India, Malaysia, Sierra Leone, Spain, Uganda and the USA), alongside insights from youth and experts, and brings forward children's lived experiences of the digital world. The report outlines a set of priorities grounded in children's own "wishes" for a digital environment that serves their best interests, alongside actionable recommendations for governments and technology companies. These include stronger accountability, child-centred design, investment in digital literacy, and inclusive, equitable access to digital technologies.
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  Data: 2026
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PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED680127
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 81
    Subjects:
      – SubjectFull: Childrens Rights
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Childrens Attitudes
        Type: general
      – SubjectFull: Childhood Interests
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Child Safety
        Type: general
      – SubjectFull: Trust (Psychology)
        Type: general
      – SubjectFull: Accountability
        Type: general
      – SubjectFull: Participation
        Type: general
      – SubjectFull: Privacy
        Type: general
      – SubjectFull: Data Use
        Type: general
      – SubjectFull: Empathy
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Sense of Belonging
        Type: general
      – SubjectFull: Digital Literacy
        Type: general
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: Access to Information
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      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Self Expression
        Type: general
      – SubjectFull: Well Being
        Type: general
      – SubjectFull: Brazil
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      – SubjectFull: India
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      – SubjectFull: Malaysia
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      – SubjectFull: Sierra Leone
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      – SubjectFull: Spain
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      – SubjectFull: Uganda
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      – SubjectFull: United States
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