The online dimension of existence, increasingly pervasive and tending towards the metaverse, offers identification models that are sometimes silly and incorrect. There are frequent episodes of hate speeching, sexting, cyberbullying involving the younger generations and adults. Educating for peace also means building, in the educational field, the digital self (Elliot, 2019) since technologies are inextricably linked to the functioning of identity, augmented personality, virtual subjectivity. For a long time now, the perspectives of andragogy have required careful reflection on the part of the educational community, so that the awareness is acquired that, even in adulthood, the educational power of the word can face any difficulty. Cultural diversities become resources, not only for learning, but also for collaboration and the structuring of authentic communities in which dialogue and assertive communication are fostered. Even in experiences mediated by the new digital technologies, it is necessary to promote the primacy of the educational relationship at the foundation of every relationship in order to break down barriers and make way for the new alphabets of media education and media literacy (Rivoltella, 2020) which are reconfiguring being in the world, well-being, the sustainability of the planet. It is possible, by educating adults about positive digital and human connections, to promote the potential that only finds its true essence in the recognition of diversity. Furthermore, the configuration of the digital self allows for greater awareness also with respect to the recognition and enhancement of otherness. Digital environments and tools are thus configured as ways to bring people together and interconnect in the idea according to which it is possible to be a community also and above all by making use of the technological resources that break down the barriers of space and time, favoring unity and communion.