Teaching digital sobriety with WALL·E: an educational sequence for 12-14 year olds

Abstract

In response to the growing imperative of digital sobriety, its integration into educational practices remains limited, particularly at the secondary school level. This case study aims to evaluate the effects of a pedagogical intervention focused on digital sobriety, implemented with 81 pupils aged 12 to 14 in the Fédération Wallonie-Bruxelles, Belgium. Grounded in a socio-constructivist approach, the teaching sequence relied on active learning strategies and incorporated the animated film WALL·E as a narrative and emotional trigger to foster ecological awareness. Three core dimensions were analyzed: the development of pupils’ knowledge, the evolution of responsible digital practices, and learners’ perceptions of the pedagogical approach. The results reveal a significant improvement in pupils’ understanding of digital sobriety, with an average relative gain of 51.58%. This progression was consistent across both educational levels (1st and 2nd year of secondary school). Findings also indicate positive changes in self-reported digital behaviors, especially regarding energy management, technology consumption, and communication practices. According to pupils, the WALL·E excerpts and educational games were among the most appreciated components. While the study presents certain methodological limitations (absence of a control group, self-reported data), it highlights the potential of a pedagogical approach rooted in active participation, dialogue, and co-construction to foster education for digital sobriety from early secondary education onward.