Educational Cryptogovernance and Algorithmic Communication in Blockchain Era
DOI:
https://doi.org/10.5281/zenodo.18114457Keywords:
Cryptogovernance, Blockchain, Educational Governance, Discourse, Critical Pedagogy, Emerging TechnologiesAbstract
This study offers a critical analysis of institutional and academic discourses that advocate for educational cryptogovernance within the broader context of increasing digitalization and the adoption of blockchain technologies. Rather than endorsing the direct implementation of such technologies, the aim is to develop a critical understanding of their discursive foundations and pedagogical implications. The primary objective is to identify the narrative frameworks that legitimize these infrastructures as viable solutions to challenges in educational governance. To this end, a qualitative methodology grounded in critical discourse analysis is employed, focusing on a corpus of 40 strategic and academic documents published between 2015 and 2025. The findings reveal the consolidation of a dominant narrative built around trust, transparency, accountability, and decentralization. However, the analysis also highlights significant concerns regarding the automation of decision-making without contextual deliberation, and the potential marginalization of teacher judgment and institutional equity. The study concludes that cryptogovernance should be understood as a technopolitical project that must be examined through ethical and deliberative pedagogical frameworks, in which technology complements—rather than replaces—the principles of democratic education.
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