DIGITAL EDUCATION IN EDUCATION 4.0: TEACHER TRAINING AND SOCIAL CHALLENGES

Abstract

This study examines how digital education is transforming teacher training in the context of Education 4.0, highlighting the ethical and social challenges linked to the increasing use of technology in teaching. Based on a qualitative literature review, the study reveals that integrating these tools requires educators to adopt a critical stance, reflecting on issues such as privacy, equitable access, and the impact of social media on students' lives. Beyond technical skills, teacher training must cultivate an ethical awareness that guides educators to create responsible and inclusive educational practices, encouraging conscious technology use in the classroom. Active methodologies play a key role by positioning students as protagonists of their own learning, fostering autonomy and critical engagement. Through collaborative projects and real-world problem-solving, students develop essential skills for the digital age, such as critical thinking and adaptability. This approach, by promoting students' active participation, deepens their understanding and expands their social awareness. The conclusions underscore the importance of training programs that combine responsible technology use with active methodologies, contributing to the development of critical, well-prepared citizens ready to face the challenges of Education 4.0.