SHIFTING FRONTIERS OF EDUCATIONAL TECHNOLOGY: CIRCULATION OF MODELS, KNOWLEDGE NETWORKS AND THE PLATFORMIZATION OF TEACHING IN IBERO-AMERICA

Abstract

This article analysed how educational technology models circulate among Ibero-American countries and how such circulation turns into the platformization of teaching, that is, into dependence on private digital infrastructures for the daily operation of school and university systems. It is a qualitative, exploratory and descriptive study, developed through a systematised bibliographic review of works published between 2021 and 2026 and through documentary analysis of reports issued by international organisations, academic observatories and official educational statistics institutes. The results showed that 76% of the valid institutional domains of Latin American public higher education institutions route their messages to servers owned by two corporations, that only 16% of countries legally guarantee data privacy in education, and that the expansion of school connectivity has not eliminated inequalities of use between state and municipal networks. It was concluded that the boundary between public policy and market has become unstable, that the circulation of models operates less through direct imposition than through networks of technical and discursive brokerage, and that the agenda of educational digital sovereignty constitutes a necessary, although still incipient, response in the region.