Digital narratives have proven to be innovative pedagogical tools to foster critical thinking in education. This study analyzes the episode Nosedive of the Black Mirror series, exploring its potential as an educational resource to reflect on the impact of social networks. The objective is to analyze the use of digital science fiction narratives, taking the episode Nosedive of Black Mirror as a case study, to evaluate its potential as a pedagogical tool in critical reflection on the impact of social networks on young people. The methodology is an empirical, qualitative and analytical analysis, including non-participant observation and content analysis, breaking down the narrative elements into key thematic categories, such as the ecosystem of social validation, construction of digital identity, psychological impact of overexposure, technology as a tool of exclusion and human relations mediated by algorithms. The results highlight that the episode allows to open debates on the ethics and risks of social networks, fostering a deep and reflective understanding in students. In conclusion, this study demonstrates the effectiveness of digital science fiction narratives as educational tools that integrate technology and critical pedagogy, promoting meaningful learning and ethical questioning.