DIGITAL ENVIRONMENTS IN EDUCATION: IMPLICATIONS IN THE CONTEMPORARY CONTEXT

Abstract

This article sought to analyze the advantages, benefits, and risks associated with the use of digital environments in the contemporary context, considering their pedagogical, technological, and social implications. This objective is justified by the growing presence of these environments in the educational field, which has promoted significant transformations in pedagogical practices, in the forms of interaction between teachers and students, and in the processes of knowledge construction. Among the main benefits, flexibility of access to content, personalized learning, and the encouragement of student autonomy stand out. However, relevant challenges also emerge, such as digital exclusion, superficiality in virtual interactions, and the impacts of algorithmic surveillance on pedagogical freedom and teacher autonomy. Adopting a qualitative approach, grounded in bibliographic research and critical analysis, the study seeks to understand how digital environments can be integrated ethically, critically, and pedagogically into educational processes, contributing to reflection on the limits and possibilities of technology-mediated education in the 21st century. Thus, it is concluded that, for such resources to result in meaningful learning, it is essential to articulate technological innovation, teacher training, and ethical-pedagogical principles.