{"id":166487,"date":"2026-02-01T16:31:29","date_gmt":"2026-02-01T15:31:29","guid":{"rendered":"https:\/\/cesie.org\/project\/freemobi\/"},"modified":"2026-04-27T17:07:48","modified_gmt":"2026-04-27T15:07:48","slug":"freemobi","status":"publish","type":"project","link":"https:\/\/cesie.org\/en\/project\/freemobi\/","title":{"rendered":"FreeMobi &#8211; Preventing and combating primary school children mobile\/smartphone addiction"},"content":{"rendered":"\n<h2 class=\"wp-block-heading\">Promoting an holistic approach to digital well-being and strengthening the capacities of children, families, and educators through the development of practical tools, awareness-raising activities, and educational pathways. <\/h2>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Context<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Children\u2019s use of digital technologies is rapidly increasing and starting at younger ages. Across Europe, children aged 6\u201312 are frequently using smartphones and accessing online environments for communication, entertainment, and learning, often without sufficient awareness of associated risks. The widespread availability of mobile devices, combined with limited supervision and guidance, has led to more autonomous\u2014but not always safe\u2014digital engagement.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Excessive smartphone use has been linked to a range of negative effects on children\u2019s well-being, including reduced attention span, sleep disturbances, lower academic performance, and decreased physical activity. It can also impact emotional regulation and social development, contributing to feelings of isolation, anxiety, or dependency on digital validation.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Moreover, children often lack the critical digital and media literacy skills needed to navigate online spaces safely and responsibly. They may struggle to recognize and respond to risks such as cyberbullying, exposure to harmful or inappropriate content, online grooming, and misinformation. This vulnerability is further compounded by the persuasive design of digital platforms, which are intentionally created to capture attention and encourage prolonged use.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">At the same time, parents and educators are not always adequately equipped to guide children towards a balanced and conscious use of digital technologies. Many adults report feeling overwhelmed by the pace of technological change and lack the tools, knowledge, or confidence to support children effectively. This creates a gap between children\u2019s digital experiences and the guidance they receive.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">In this context, FreeMobi addresses these challenges by promoting a holistic approach to digital well-being. The project focuses on strengthening the capacities of children, families, and educators through the development of practical tools, awareness-raising activities, and educational pathways. By integrating social and emotional learning with digital literacy, FreeMobi aims to foster healthier relationships with technology and empower children to become more aware, resilient, and responsible digital citizens.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Objectives<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Prevent and reduce excessive smartphone use among children (6\u201312)<\/li>\n\n\n\n<li>Promote digital literacy, resilience, and well-being<\/li>\n\n\n\n<li>Strengthen educators\u2019 and families\u2019 competences<\/li>\n\n\n\n<li>Foster supportive educational and community environments<\/li>\n\n\n\n<li>Actively involve children through a participatory approach<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">Activities<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Development of an <strong>educational toolkit<\/strong> based on the Social and Emotional Learning (SEL) approach<\/li>\n\n\n\n<li>Workshops and educational activities with primary school children<\/li>\n\n\n\n<li>Training and capacity-building activities for educators and families<\/li>\n\n\n\n<li>Engagement of the wider school community (parents\u2019 associations, professionals, local authorities)<\/li>\n\n\n\n<li>Awareness-raising events and visual campaigns, including child-led initiatives<\/li>\n\n\n\n<li>Local and transnational project events<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">Resources<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Educational toolkit for children on responsible smartphone use<\/li>\n\n\n\n<li>Training materials for educators and families<\/li>\n\n\n\n<li>Guidelines for schools and communities<\/li>\n\n\n\n<li>Awareness-raising and communication materials<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">Impact<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Enhanced understanding and knowledge of <strong>60 school heads\/leaders (~50% women-50% men)<\/strong> on SEL whole school approaches for digital resilience <\/li>\n\n\n\n<li>Improved knowledge and skills of <strong>150 teachers (~50% women-50% men)<\/strong> on supporting children in the responsible use of their mobile\/smartphones and building their digital literacy and resilience, through SEL<\/li>\n\n\n\n<li>Improved skills and awareness of <strong>150 parents\/guardians (~50% women-50% men)<\/strong> on supporting children in the responsible use of their mobile\/smartphones and building their digital literacy and resilience, through SE<\/li>\n\n\n\n<li>Improved socio-emotional and digital literacy competences of <strong>at least 2.000-2.500 children (~50% girls-50% boys)<\/strong> (incl. safety skills, information navigation skills, social skills to manage online relationships with others)<\/li>\n\n\n\n<li>Increased cooperation <strong>among 10 schools<\/strong><\/li>\n\n\n\n<li>At least <strong>60 local stakeholders in actions\/initiatives<\/strong> that address primary school children\u2019s mobile phone addiction and support digital resilience<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">Partners<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li>UNIVERSIDAD DEL PAIS VASCO\/ EUSKAL HERRIKO UNIBER, Spain - Coordinator<\/li>\n\n\n\n<li>HEIZE, EUSKAL ESKOLA PUBLIKO IKASTETXEEN ELKARTEA, Spain<\/li>\n\n\n\n<li>SYMPLEXIS, Greece<\/li>\n\n\n\n<li>PERIFEREIAKI DIEFTHYNSI PROTOVATHMIAS KAI DEFTERO, Greece<\/li>\n\n\n\n<li>NAUKOWA I AKADEMICKA SIEC KOMPUTEROWA \u2013 PANSTW, Poland<\/li>\n\n\n\n<li>Uczelnia Korczaka, Poland<\/li>\n\n\n\n<li>CSI CENTER FOR SOCIAL INNOVATION LTD, Cyprus<\/li>\n\n\n\n<li>CESIE ETS, Italy<\/li>\n\n\n\n<li>YPOURGEIO PAIDEIAS, ATHLITISMOU KAI NEOLAIAS, Cyprus<\/li>\n\n\n\n<li>COMUNE DI PALERMO, Italy<\/li>\n\n\n\n<li>EUROPEAN SCHOOL HEADS ASSOCIATION, The Netherlands<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Promoting an holistic approach to digital well-being and strengthening the capacities of children, families, and educators through the development of practical 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