DIGITAL TECHNOLOGIES IN EDUCATION: POTENTIALITIES, CHALLENGES, AND PERSPECTIVES FOR LEARNING

Abstract

The growing digitalization of contemporary society has radically transformed the modes of production, circulation, and appropriation of knowledge, directly impacting educational practices. Digital Information and Communication Technologies (DICTs) emerge as resources capable of enhancing meaningful learning, promoting collaboration, and expanding access to information. However, the lack of adequate infrastructure, unequal access, and limitations in teacher training constitute obstacles to their effective integration into teaching. This article aims to analyze, through a literature review, the use of DICTs as learning tools in the contemporary educational context. A qualitative approach was adopted, based on the analysis of articles published between 2023 and 2025, drawing on authors such as Castells, Lévy, Freire, Moran, Silva, and Santaella. The results show that DICTs can democratize access to knowledge, foster authorship, and develop digital skills, provided they are used in a planned and critical manner. It is concluded that their pedagogical use requires structural public policies, equity in access, continuous teacher training, and student-centered methodologies.