The central theme of this paper is to critique the issues inherent in social media, which functions as a digital panopticon, by connecting it to Jean-Paul Sartre’s play No Exit based on Levinas' philosophy. It highlights the pathological compulsions faced by contemporary individuals under the neoliberal digital society, driven by the pressure to showcase lives that are simultaneously perfect and authentic, making individuals continuously exploit themselves through self-surveillance. This paper delves into core questions such as: “How do technological innovations, such as the rapid development of social media platforms and the rise of short-form content, impact individuals? How should education respond to these changes, and what role should it play in this context?” and “How should education guide individuals in using social media effectively, ultimately contributing to the formation of a better society?”

To address these questions, this paper argues that education must pay attention to a pedagogy of seeing and being seen, and further, a pedagogy of the invisible. Such approaches aim to overcome the issues posed by social media and advocate for its potential as a tool to foster empathy for the suffering and needs of others, as well as to encourage political and social engagement. In conclusion, this paper proposes that education must lead the way in transforming social media from a space of superficial display into a means of meaningful connection and societal contribution.

Specifically, in the theoretical framework, this paper explores the meaning of authenticity by comparing Sartre's (1989) depiction of "hell" in No Exit with Byung-Chul Han's (2015) concept of social media as a "digital panopticon," using the framework of what I shall dub "No Break, No Outside, No Mirror, No Torturer." It investigates the paradox of authenticity, where the imperative to "be authentic" paradoxically renders authenticity increasingly elusive, particularly in today’s social media-driven environment. In a world where both the power to see and the power to be seen have been made available to all individuals in less than two decades, social media compels people to voluntarily expose themselves, fostering dependence on the gaze, amplifying narcissism and bad faith, and reinforcing conformity. As Han (2018) observes, authenticity serves as a selling point, turning the self into a tool of self-exploitation and conformity through endless comparison. To counter this performative authenticity, this paper draws on Emmanuel Levinas’ philosophy (1990) to propose a new direction for authenticity—one that questions personal freedom and connects it to ethical responsibility toward the Other. Lastly, the paper explores the potential of social media as a space to visualize the suffering of Others and to critically resist totality. This possibility begins with a "pedagogy of seeing and being seen," which shifts the gaze from oppression to responsibility, and develops into a "pedagogy of the invisible," emphasizing the transcendence of the Other and fostering ethical responsibility while promoting critical awareness of invisible systems and totality, suggesting authenticity linked not only to individual freedom but also to the freedom of others and society.

This research contributes to the theme "Charting the Way Forward: Education, Research, Potentials and Perspectives" by exploring how education can address the impact of social media’s rapid technological innovations. It emphasizes the need for a pedagogy of seeing, being seen, and the invisible to transform social media into a tool for empathy, diversity, and societal participation. By analyzing European and international educational contexts, this study highlights strategies for fostering critical engagement with social media, promoting authentic self-expression, and building inclusive communities. The findings offer practical insights for educators and policymakers, envisioning education as a bridge for nurturing individual potential and creating cohesive societies in an increasingly digitalized, interconnected world.

This paper employs a philosophical and critical-theoretical approach, drawing on the works of Jean-Paul Sartre (No Exit), Byung-Chul Han (digital panopticon), and Emmanuel Levinas (ethics of the other). Through comparative analysis and conceptual critique, the paper examines how social media functions as a contemporary digital panopticon, reshaping individual identity and societal dynamics. Key theoretical sources are complemented by critical engagement with current scholarly debates on authenticity, neoliberal subjectivity, and the implications of technological innovation. Rather than empirical data, this research relies on philosophical texts and theoretical discourses as its primary sources to explore the educational and societal dimensions of social media’s pervasive influence.

This paper concludes that social media, as a digital panopticon, imposes a paradoxical burden on individuals: the pressure to realize and display an authentic life while constantly navigating a space of voyeuristic visibility. Drawing on Sartre’s No Exit and Han’s critique of neoliberalism, it argues that the inescapable gaze of social media fosters a pathological obsession with self-exposure, leading to narcissistic tendencies and the commodification of authenticity. However, this analysis also identifies opportunities for transformative education. The paper proposes that education must explore a pedagogy of seeing, being seen and the invisible to help individuals critically engage with social media. By teaching students to question the compulsions of visibility and fostering empathy for others’ experiences, education can transform social media from a platform of self-promotion into a tool for societal and political engagement. Levinas’s ethics of the other underpins this pedagogical shift, advocating for a focus on relational authenticity and mutual responsibility. The expected outcomes of this analysis include theoretical insights into how education can address the challenges of social media, as well as practical strategies for fostering critical digital literacy, empathy, and inclusivity. By aligning with the European and international dimensions of educational diversity, the findings envision education as a powerful force for cultivating communities that respect differences while promoting collective well-being in a digitalized world. In doing so, this paper not only critiques the limitations of the digital panopticon but also offers pathways for its reimagining as a space of ethical and communal transformation.

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