Aug 2026· Revista de Estudos Interdisciplinares· 0 citations
TL;DR
The study traces the paradigm shift from the traditional model to a student-centered model, explores the various media tools and their pedagogical applications, and discusses the challenges inherent in this transition, including teacher training and equitable access.
Abstract
The contemporany is era of profound transformations, where technology has reshaped not only how we communicate, but also how we learn and teach. This article aims to investigate the role of digital media in contemporary education, arguing that its integration goes beyond a mere modernization of tools, representing a restructuring of the educational ecosystem itself. Based on an descritive and analytical literature review, the study traces the paradigm shift from the traditional model to a student-centered model, explores the various media tools and their pedagogical applications – such as virtual learning environments, videos, podcasts, and social networks – and discusses the challenges inherent in this transition, including teacher training and equitable access. The conclusion reinforces that digital media, when integrated critically and pedagogically, are fundamental to forming citizens prepared for the complex challenges of the 21st century, making education a more dynamic, personalized, and meaningful process.
The findings indicate that the incorporation of digital culture and computational thinking creates new demands for teacher education, requiring educators to develop broader competencies for the critical, ethical, and pedagogical use of digital technologies.
Lídia dos Santos Alves, Dayanne Leite Souza Belfort, Vinícius Kennedy Carlos Santana et al.· Revista de Estudos Interdisc...· 0 citations
The study concludes that linking the tradition of education of the will with discussions on digital technologies may broaden the understanding of the cognitive and anthropological conditions required for learning and contribute to a more critical integration of ICT in school contexts.
Throughout history, education has faced constant challenges, such as access to educational opportunities, social inequalities, and maintaining a balance between freedom and discipline. However, over the past 20 years, entirely new challenges have emerged in our society, including within the educational environment. Rapid and, at times, unrestricted access to the internet, smartphones, and social media has had a profound impact on the environment in which children grow up, interact, and engage in dialogue within educational contexts. Consequently, schools must recognize these emerging dynamics and adapt to the challenges of the present day. This article, grounded in the specialized literature, is based on a theoretical analysis that focuses on three elements. The first element examines how digital platforms have been designed to capture and sustain attention. The second area brings together research on the intensive use of social media and students' mental well-being. The final aspect analyzes the pedagogical approaches needed to develop competencies in the digitalized world in which we live. In conclusion, this paper does not condemn modern technology, viewing it in most cases as a tool that can be beneficial but also harmful when misused. Its positive effects can be quantified based on how it is used and integrated into the educational process in a balanced and responsible manner. Thus, schools are not meant to ban technology per se, nor should they accommodate it indiscriminately. Aware of the effects of technological abuse, the educational process is called upon to develop skills such as attention management, critical use of information, and the development of social-emotional competencies. This article is not the result of extensive, experimentally validated empirical research, but is conceptual in nature, based on contemporary studies in the context of the challenges posed by the virtual world.
Radu Daniel Campean· Journal Plus Education· 0 citations
Higher education is being reshaped by accelerated digital development in a context marked by multiple crises. Its future becomes an urgent question in a situation that makes the future increasingly difficult to imagine. What should universities' missions, resources, organisational forms, research priorities, pedagogical responsibilities and social commitments be? Can Higher Education Institutions still function as central sites for the production and transmission of knowledge? More fundamentally, should they merely adapt to global transformations, or should they help build a more desirable society? This article approaches these questions through scenarios understood here not as predictive methods but as tools for diagnosis, debate and collective reflection. At the centre of our analysis are digital technologies and the expanding power of Big Tech firms, whose infrastructures increasingly dominate economic life, public culture, state capacities and educational institutions. We therefore develop two contrasting scenarios. The first is dystopian: the colonisation and polarisation of higher education by Big Tech. The second is utopian: a cooperative, research‐led university in which environmentally frugal digitalisation serves democratisation and the development of individual and collective capabilities.
J. Brabet· European Management Review· 0 citations
It is concluded that positive enhancement of the pedagogical learning environment will positively enhance the student-system interaction, thus enriching their lived experiences in the digital learning ecosystem.
Mohammed Aminu Sanda· AHFE International· 0 citations
The present study aims to analyze national and international scientific evidence on the role of teachers in contemporary education, discussing their importance in light of the increasing incorporation of digital technologies into the school environment. This is a narrative literature review based on scientific articles, books, and institutional documents published primarily between 2020 and 2026, complemented by classical educational references. The results indicate that, although digital technologies enhance pedagogical practices and expand opportunities for innovation, they remain unable to replace essentially human competencies such as pedagogical mediation, empathy, the development of affective bonds, intellectual autonomy, ethical education, and the promotion of citizenship. It is concluded that the future of education depends on a balanced integration between technological innovation and the appreciation of the teaching profession, preserving the teacher as an indispensable agent in human development and knowledge construction.
Richard Lucas de Almeida, Felipe Antonio Xavier Andrade, Maxwell de Moura Lima et al.· Revista de Estudos Interdisc...· 0 citations
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