by Ana Isabel Santos and Sandro Serpa
ABSTRACT
Innovation in education is crucial for the development of contemporary digital societies, which are inherently and continually networked. This transformation does not stop at mere technological adoption; however, it requires a profound pedagogical reconfiguration and the development of multiple digital and technological literacies, as well as critical reflection on the part of teachers and students, which debunks the idea that they are digitally proficient by nature. The critical reflection presented in this article proposes a transition to active and constructivist learning models, centred on the student, in which the educator takes on new roles: content manager, creator of educational experiences and facilitator. Assessment should favour formative approaches, providing continuous feedback that promotes student autonomy. The need to tackle pressing challenges, such as the multifaceted digital divide (which goes beyond mere access to equipment), ethical issues and the promotion of digital well-being, requires a holistic and integrated approach, which must combine technological potential with a clear pedagogical vision, intentionally geared towards the integral development of all those involved.
