The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be Conclusion The European Commission pays attention to the online safety and digital wellbeing of young people. According to the Digital Agenda for Europe, actions and policies of the EU should focus on maximising the benefits that the digital era can yield by 2020. Significantly, all educators and school leaders should acquire the necessary skills to teach their students to benefit the most of this great potential that is provided to them (Eurydice, 2018) and try to enhance their health and digital literacy skills. However, there is substantial research evidence, which suggests that young people do not have the appropriate skills that a person needs in the new digital world (European Commission, 2015). Any form of misuse of the internet could jeopardise the well-being of students, as well as their success at school (OECD, 2017). In addition, according to the PIAAC survey, there is an alarming need to develop the life skills of young people to increase their well-being. At present, learning about the digital world is a process that takes place among peers and mainly concentrates on entertainment. Scientific data indicates that young people preferred to use the internet for online games and to visit social networking websites. A prevalent concern is expressed among the EU member states with regards to the use of the internet and the children’s online safety and digital wellbeing. Specifically, research indicated that the inappropriate use of internet resulted in behavioural changes of young people, such as the increase of solitude and the need of avoiding other people’s company to stay alone to surf the internet (Eurostat, 2015). Furthermore, many young people were unable to handle cases of being exposed to inappropriate online content that resulted in stress and/or aggression. This is the context
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