Jul 2026· Revista de Estudos Interdisciplinares· 0 citations
TL;DR
This essay examines the tensions between the expansion of digital platforms in Brazilian public basic education and the inclusive school's commitment to students who are the target audience of Special Education and concludes that digital inclusion does not follow from the presence of technology, but from the conceptions of the subject inscribed in its design.
Abstract
This essay examines the tensions between the expansion of digital platforms in Brazilian public basic education and the inclusive school's commitment to students who are the target audience of Special Education. The organizing question is: what happens when the design of a digital tool presupposes a student who does not correspond to the actual diversity of classrooms? The reflection stems from management experience in one municipal and one state school in São Paulo and articulates three axes of analysis: accessibility understood as a pedagogical rather than merely technical condition, teacher mediation as intellectual work that reconstructs what the platform standardizes, and the formulation of digital policies that incorporate learner variability from the design stage onward. The argument sustained is that algorithmic standardization of learning pathways produces a specific form of exclusion, distinct from the absence of connectivity or equipment, which appears when the student accesses the platform but finds no pathways compatible with their ways of learning, communicating and responding. It concludes that digital inclusion does not follow from the presence of technology, but from the conceptions of the subject inscribed in its design.
This literature review critically analyzes innovative strategies for updating the teaching practices of university professors of Language and Literature in the face of digitalization and institutional vulnerability. The study stems from a clear need: to understand that innovation is not a purely technical matter, but rather a complex reconfiguration marked by the clash between disciplinary tradition, technological advancement, and the structural inequalities of Latin American higher education. Through a meticulous examination of the literature, three key areas are identified: the persistence of traditional, teacher-centered classes; the scope and limitations of active methodologies and virtual learning environments; and the material conditions that shape change in universities. Simultaneously, the article delves into pedagogical resilience in the face of emergencies, using Ecuadorian universities recently impacted by crises as a case study. The findings demonstrate that, although innovative strategies enhance student autonomy and collaborative learning, their actual success depends on fundamental factors: material support, teacher training, and institutional backing. Therefore, educational innovation is revealed as an unequal and situated process. It is concluded that updating this teaching method requires a critical and humanistic approach, capable of integrating pedagogical innovation with cultural mediation and addressing current social inequalities.
Santa Rocío Toala Ponce, Rosa Romelia Posso Martínez, Gladys Janet Betancourt Sevilla et al.· Ibero-American Journal of Ed...· 0 citations
Digital transformation in higher education sharpens demand for the systemic design of university information and educational environments (IEEs). These environments must support personalized learning. They also sustain digital competencies and academic sustainability under hybrid-format conditions, where the quality of educational outcomes depends on how consistently the institutional digital architecture is arranged. The study centers on the development of a conceptual and methodological model of an IEE for a modern university. Its impact on the quality of educational outcomes is assessed through systemic-structural analysis and pedagogical modeling. The empirical base adds a survey of 1,240 students and 86 faculty members at five Russian universities, a case study of digital platforms, plus correlation and factor analysis. Four complementary components of the IEE are identified: technological, content- methodological, communication-network, and organizational-managerial. It has been established that the balance of components and the level of digital maturity of the teaching staff are significant predictors of students' academic performance and professional readiness. A diagnostic toolkit and optimization matrix for the information and educational system (IES) have been developed, enabling the transition from fragmented digitalization to the architecture of a holistic educational ecosystem. The research results can be used to formulate digital transformation strategies for universities, moderate accreditation procedures, and develop faculty development programs.
A. S. Yusupova, Zareta Shaayevna Abubakarova· ACCOUNTING AND CONTROL· 0 citations
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.
Ingrid Nascimento de Sousa, Ilga Chaves Teixeira, Eduardo Belarmino dos Santos et al.· Revista de Estudos Interdisc...· 0 citations
This article examines the intersections between school curricula and digital technologies, taking active methodologies as the structuring axis of innovative learning. The general objective is to analyze how participatory pedagogical practices can reframe contemporary curricular organization, favoring student protagonism and the articulation between forms of knowledge. Methodologically, Bibliographic Research is adopted, with a survey and critical analysis of recent academic productions on curriculum, diversity, teacher education and active strategies. The investigative path covers the decolonization of knowledge, transdisciplinarity, financial education and student autonomy, showing that such approaches broaden the formative repertoire when organically integrated with the pedagogical project. The results indicate that the integration between technology and active methodologies enhances the autonomous construction of knowledge, provided it is accompanied by didactic intentionality and continuing teacher education. It is inferred that curricular innovation does not depend only on technological resources, but on a reconfiguration of teaching and learning relationships. The research contributes to the educational debate by proposing concrete paths to overcome transmissive models, valuing diversity and the active participation of students in the production of knowledge.
Denilian Rodrigues Fernandes dos Santos, Eliah Thiciane dos Anjos Calazans, Katia Suênia Queiroz Do Bú et al.· Revista de Estudos Interdisc...· 0 citations
This article examines the internationalisation of higher education in a semi-peripheral system through the concept of a minority higher education space, focusing on the implementation of internationalisation of the curriculum (IoC) at J. Selye University. Drawing on world-system theory and approaches to global inequalities in knowledge production, the study conceptualises minority higher education space as a structurally constrained, symbolically marginalised, and epistemically subordinated institutional configuration. The concept is operationalised through three dimensions: structural peripherality, epistemic partial subordination, and symbolic limitation. The empirical part uses an instrumental case study combining curriculum and project document analysis, data from a pilot regular course with elements of blended learning, and qualitative feedback from Faculty of Education students (N = 15), complemented by data from an international project consortium. The findings reveal the ambivalent nature of IoC in minority higher education spaces: while it reflects adaptation to dominant European academic norms, it also enables horizontal cooperation among semi-peripheral institutions and the pluralisation of pedagogical perspectives. Student feedback highlights the development of intercultural, civic, and project competences. The article introduces the concept of reflexive internationalisation to explain changing patterns of international engagement in minority academic contexts.
Kinga Horváth, Katalin Sýkora Hernády, Attila Mészáros et al.· Education sciences· 0 citations
This paper examines the digitalization of the educational system and the impact of modern technologies on the teaching and learning process. In this context, a legitimate question arises: how can teachers preserve their essential role in an environment where intelligent systems provide multisensory and personalized learning experiences, and, at the same time, how do society and the state respond to the needs of children with special educational needs? Rather than providing definitive answers, this study aims to encourage reflection on an issue that is shaping both the present and the future of education. Students should not be assessed solely according to their current level of knowledge but also in relation to their potential for growth. Consequently, the teacher’s mission extends beyond knowledge transmission to supporting each learner in becoming the best version of themselves. The development of transversal competences, including critical thinking, creativity, adaptability, and collaboration, has become essential in an increasingly dynamic society. The traditional role of the teacher as a mere transmitter of information must evolve, as this function can now be complemented by digital technologies. Nevertheless, teachers remain indispensable as mentors and facilitators, guiding students in developing the competences required to face future challenges. Technology should therefore serve education rather than diminish its human dimension. The discussion is framed within the context of inclusive education, with particular attention to children with special educational needs, who are especially vulnerable to rapid educational and social changes. Building an educational climate founded on respect, empathy, and cooperation requires the active involvement of teachers, parents, students, educational institutions, local communities, and public authorities. The Romanian educational system continues to face significant challenges in implementing inclusive policies. Although school desegregation and inclusion are firmly established in legislation, their practical implementation often remains inconsistent. According to data published by the Romanian Ministry of Education, 23.2% of school classes display indicators of segregation. Moreover, the frequent turnover of education ministers and the constant shifts in educational policies have undermined legislative coherence. As a result, many valuable reform initiatives have disappeared into a veritable “Mariana Trench” of public administration, where promising projects are lost before producing lasting effects, while their consequences are borne by the entire educational community. Ultimately, genuine inclusion requires more than administrative measures; it demands the development of an authentic culture of inclusion grounded in dialogue, shared responsibility, and human values. Passion and compassion remain defining qualities of the contemporary teacher. Only through collaboration and coherent educational policies can an inclusive, equitable, and future-oriented educational system be achieved.
Ghita Darius-Alexandru· American Journal of Applied...· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
