Adolescent exploration of identities in ‘third space’: Addressing holistic education and well-being through blended learning embedded in reflexivity

Abstract

This research studies the perceptions of adolescent students on online education in relation to the exploration of their own identity, especially during the COVID-19 pandemic. Education witnessed a radical shift from physical to virtual space. This migration to ‘third space’ sought to facilitate teaching and learning that could not occur in ‘first space’ (home, community centres, leisure activities with peers) and ‘second space’ (school) settings. This research studied the online experiences of young people between the ages of twelve and sixteen during the pandemic lockdowns. Students were invited to reflect on how their online activities shaped their ways of thinking about themselves in the present and the future through interviews, creative artefacts and productions, and focus group discussions. The data was analyzed through Paul Ricoeur’s method of interpretation combined with narrative and thematic analysis. The results show that students’ well-being can be enhanced through self-reflexivity and the cultivation of the cognitive, the affective and the conative learning domains. Moreover, technology can promote creativity, reflection and praxis, and provide opportunities for exploration and empowerment. Thus, third space could contribute to identity formation even in a crisis situation.