TL;DR
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 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.
This theoretical-reflective article, derived from the doctoral dissertation Intercultural Education Based on Curriculum Management for Strengthening the Quality of Higher Education, is grounded in a critical-hermeneutic documentary review. The study adopts a qualitative perspective supported by micro-ethnographies and...
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.
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 promo...
Contemporary education is increasingly shaped by changing learner needs, digital environments, and the growing importance of inclusive pedagogical practices. As educational systems respond to social, cultural, and technological transformations, research on student identity, active learning, and culturally responsive te...
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