Turning the Privacy of Minors into Likes and Followers?

Education and schools are undergoing a profound digital transformation, inevitably leading to minors' datafication. This transformative shift is reshaping educational practices, albeit with unintended consequences and tensions. This study explores a specific case in Spain, focusing on the monetisation of privacy of early education and primary students on digital platforms. To address this, we examine the factors that drive teachers on the platform to monetise and its possible impact on the classroom. To study these issues, a mixed methods is employed. The study begins with constructing a sample using the snowball technique on Twitter (X). Through logistic regression, our study provides a tentative predictive model that accounts for 31% of the variance in monetisation; it also identifies interaction effects between sex and account type. Additionally, a framework is offered that proposes a bidirectional explanation to illustrate the issue; the study concludes with a qualitative analysis, which completes the response to the research questions. Substantial evidence indicates research interest in this area and efforts to control monetisation in schools, particularly in public institutions.