The information era, along with the technologisation process, makes it difficult to avoid the use of technological devices and the hyperconnectivity that they entail. This reality is transforming our ways of thinking and communicating (Vlieghe, 2018), making an impact on the scenarios where subjects carry out their own identity configuration and development (Taylor, 2011).Young people of today are the ones living this hyperconnectivity with greater intensity (Caro, 2015; Fernández & Gutiérrez, 2017; Gogus & Saygin, 2019),along with their opportunities and limits and even the inherent risks of connection, overuse and dependence. Several studies have drawn attention to the fact of focusing on identity building among adolescents and how this process is affecting by the phenomenon of hyperconnectivity (Davis, 2016; González-Ramírez & López-Gracia, 2018; Mace, 2020; Wängqvist & Frisén, 2016). There is a relationship between youth and the internet linked to actions, behaviours, uses and abuses in front of the screen that are often devoid of any critical thinking on the young person’s part (Chou & Chou, 2019). Also, the construction of their identity is based on how they present to others through a screen (Vansieleghem, Vlieghe & Zahn, 2019), constantly in comparison with their peers.

From a neutral point of view, consideringthat technologies are not intrinsically liberating or do not completely trap or enslave us, but it depends on our thoughts and the way we use them, we present the results of the first phase of a national research project, CONECT-ID “The hyperconnected identity of youth and their perception of time in digital leisure”,this project addresses the study of the construction and reconstruction of the identity of young people aged between 12 and 18 years old, from the possibility of hyperconnectivity and the time-perception of connection. The study sets out from the idea that hyperconnectivity offers young people the possibility of constantly being in interaction with digital networks through multiple devices, systems and environments (Hoskins & Tullokck, 2016)and this may be influencing the identity definition of themselves (Milan, 2018; Sánchez Rojo, 2018; Taboada & Córcoles, 2015), in such a way that they prefer to interact with and live more and more in the online world over the offline one (Floridi, 2014). In this sense, three objectives are pursued:1) to analyse youth perception of their leisure time and, in particular, the time they dedicate to technologies and the use of the Internet, 2)tostudythe risk perception and possibilities that the Internet offers them, 3) to analyse the perception of families regarding the time and uses of technology.

For this purpose, we present the first results obtained from a qualitative study, carried out during the 2019/2020 academic year, in which, through interviews and discussion groups, we obtained data from 130 young participants aged between 12 and 18, 28 relatives of youngsters included in that age group and 40 teachers and educators who currently work in the secondary stage.

The results obtained so far have allowed us to obtain a first assessment of the perception that young people have about the use of technological devices and the Internet in their leisure time, the risks and potentialities that they entail, as well as the perception and knowledge that family and professionals have about the use that young people make of this technology during their free time, all of those key factors will allow us to identify to what extent the identity of young people is affected, damaged or empowered by, and what they feel and do when their leisure is mediated by the use of these technologies.

This paper presents results of qualitative research. The participating sample is formed of three groups of informants: teachers and educators of secondary education, youth groups aged between 12 and 18 and groups of families with children in that age range. Specifically, 40 education professionals, 14 groups of young people (6 between 12 and 15 years old and 8 between 16 and 18 years old), took part, with a total of 130 participants and 4 groups of families also participated, with a total of 28 participants. The technique used for the first group of education professionals was a semi-structured interview, and in the case of young people and families, the technique of focus groups was used. The study was carried out in four regions of Spanish territory (Castile and Leon, Catalonia, Extremadura and Castile La Mancha). The group composition, in the case of the focus group, was carried out by taking composition criteria (7-12 people), parity in gender and socioeconomic and academic status diversity into account. Ethical and data protection criteria relevant to this type of research was followed at all times (BERA, 2018; European Commission, 2018). All data was recorded in audio format and transcripts in order to analyse the information through the NVIVO12 software, with a category system of deductive character (Miles & Huberman, 1999), structured from 5 initial dimensions: dedication of leisure time, time invested in the use of technologies, self-concept, risks, emotion / affection and learning.

Some data collected in this first research phase show us that the majority of youth discussion group participants mainly use social media to interact and/or share information in different formats with others. Likewise, they highlight how technology allows them to “disconnect” from academic or compulsory tasks, using devices for leisure. Regarding the risks, younger teenagers are more impulsive, analyse the information that they receive less and do not measure the consequences of what they share online, despite greater restrictions and parental controls. Although youth are aware of the associated risks of addiction and the mass exposure of their privacy, the majority affirm that this overexposure is reduced by using “public” and “private” profiles on social networks, one with less control over followers and one for use with closer friends and family, respectively. Despite the risks detected by the youths themselves, they continue using these resources because it entertains them and allows them to be in contact for longer with others whilst simultaneously carrying out other activities. Regarding families, there is a generalised lack of knowledge of the profiles and applications that their children habitually use, although some of those interviewed affirm that adequate screen time and parental controls are implemented. Educative professionals perceive that teenagers use smartphones excessively, revealing that they are unaware of what teenagers are doing on these devices. Likewise, the majority highlight that in their workplaces, rules regulating device use are in place, some interviewees highlighted the educational potentialities that technology could have if used correctly. The first phase of the study provides data of pedagogical interest that permits us to understand the youth identity construction process and to design the bases of a pedagogical intervention that allow us to educate teenagers in ways that go beyond privacy, social image or addictions.

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