Jul 2026· Revista de Estudos Interdisciplinares· Vol 25, pp. e3184· 0 citations
TL;DR
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.
Abstract
This study aims to analyze how the triad of Digital Culture, Computational Thinking, and the Digital World (CPM) influences the construction of teacher identity, seeking to understand the challenges and opportunities arising from the implementation of these dimensions in pedagogical practice. The research is based on a qualitative, bibliographic approach, grounded in the analysis of scientific literature and official documents addressing the integration of digital technologies into education and their implications for teaching. In this context, the study examines how these transformations affect teachers' professional education, practice, and identity in contemporary society. 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. At the same time, the results highlight challenges related to initial and continuing teacher education, working conditions, and the adaptation of pedagogical practices. It is concluded that the CPM triad represents a structuring element of contemporary education while reshaping teacher identity and requiring new knowledge and practices for teaching in the digital society.
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.
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
Digitalization process, which is rapidly accelerating, is deeply penetrating in all spheres of social life. In this context, technological modernization represents one of the key priorities of contemporary society. The origins of this issue should be searched through the higher education system, where human capital serves as the determining factor in the formation of digital competencies. This determines the digitalization processes particular importance in the educational sphere. The article analyzes the theoretical foundations of the educational process digitalization and examines key contemporary approaches to this problem. The definitions related to the direction digitalization and interpretations of this concept in both domestic and foreign scientific circles are classified. The author considers digitalization as one of the main factors of adaptation and educational systems transformation in accordance with global standards, emphasizing that identifying effective directions of digital transformation plays a crucial role in improving the higher education system. Analyzing innovative models, the author explores the substantive, methodological, and social aspects of implementing digital technologies in the educational process. It is confirmed that the successful implementation of digitalization in education depends not only on technical infrastructure but also on scientifically grounded strategies, pedagogical approaches, systemic support of educational policy. In this context, digital programs implemented in Kazakhstan are examined, emphasizing the importance of adopting best international practices while taking national characteristics into account. Based on a comparative analysis of international and national experience, patterns, specific features, and key directions of the digitalization of the domestic education system are identified.
Karlygash Kalybekkyzy, G. Tulekova· 3i: intellect, idea, innovat...· 0 citations
Ubiquitous digitalization is one of the key global trends shaping the transformation of modern pedagogical reality. The digital educational environment is fundamentally changing the content, forms, and methods of teaching, leading to a rethinking of the professional role of educators and increased demands on their metacompetence profile. The relevance of this study stems from the need to prepare educators capable of functioning effectively in a highly technological environment, characterized by uncertainty and continuous change. The purpose of this article is to analyze the impact of the digital educational environment on the development of future teachers' metacompetence and to identify the pedagogical conditions that facilitate its development. The methodological framework is based on the principles of competency-based and activity-based approaches, as well as an analysis of modern digital educational practices. The study utilizes theoretical analysis, a comparative pedagogical review, questionnaires, and elements of pedagogical modeling. The findings demonstrate that the digital educational environment facilitates the development of key components of metacompetence: reflexivity, critical thinking, digital agility, self-organization, and metacognition. Pedagogical conditions that enhance this process were identified: the integration of digital tools into educational trajectories, the creation of self-education situations, project-based activities, digital collaboration, and continuous feedback. The practical significance of the study lies in the possibility of using the proposed model for developing metacompetence in the design of educational programs, modules, and digital educational environments at universities.
A. Makulova, N. Zhiyenbayeva, G. Abildayeva· 3i: intellect, idea, innovat...· 0 citations
The study concludes that age should not be viewed as a limiting factor, but rather as a potential asset, and recommends differentiated training strategies that build on age-related strengths and promote intergenerational collaboration within the school community to ensure inclusive and sustainable educational transformation.
How innovation discourse in classrooms is simultaneously emancipatory and constraining is revealed, offering practitioners, policymakers, and educational technologists a nuanced understanding of the sociolinguistic dynamics underpinning twenty-first-century learning.
I. Nkopuruk· WORLD JOURNAL OF INNOVATION...· 0 citations
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