Ethical Considerations in Researching Digital Technologies with Young Learners

Abstract A growing number of children are exposed to digital technologies, such as videos, apps, digital books, games, and AI chatbots from a very young age. While these technologies offer considerable potential for supporting children's language learning, they can also have negative impacts. Therefore, meaningful and responsible use of such technologies requires careful ethical consideration. Although the importance of child‐centered approaches in research with young learners (defined as children up to 12 years of age) has gained increased attention, research involving digital technology adds further ethical complexity. This applies both to when technology is the object of investigation (e.g., examining children's interactions with AI chatbots) and when technology functions as a research tool (e.g., using online surveys). Both types of situations pose various ethical uncertainties and dilemmas for researchers. Therefore, I examine key ethical issues and their inherent complexities in research involving digital technologies among young language learners, informed by my own work and related studies. Five key ethical issues are addressed: (1) protecting children's privacy and preventing misuse of data; (2) respecting children's agency and attending to power dynamics; (3) prioritizing children's benefits and ensuring high‐quality experiences; (4) ensuring developmentally and ethically appropriate design; (5) being mindful of the digital divides, equity concerns, and long‐term consequences of technology use. There are many more questions than answers; however, raising awareness of these ethical issues is essential for language education researchers to make sure that digital technologies support, rather than undermine, equitable and meaningful language learning experiences for young learners.