INCLUSIVE EDUCATION AND THE ROLE OF TECHNOLOGY FOR THE DIGITAL GENERATION

Abstract

This study analyzed the possibilities and impacts of the digital generation in the school environment, focusing on the adaptations required of teachers to meet the demands of contemporary students. The research problem centered on how the characteristics of the digital generation influence the school environment and the opportunities available for teachers in the adaptation process. The main objective was to understand the necessary transformations to align pedagogical practices with the technological profile of students. A bibliographic methodology was employed, analyzing articles, books, and journals addressing the relationship between neuroscience, technology, and education. The study explored the characteristics of the digital generation, the contributions of neuroscience to teaching, and the challenges teachers face in incorporating technologies into their practices. Additionally, strategies to balance the use of digital tools while promoting socioemotional skills in the school environment were discussed. The conclusions emphasized that technologies could enhance pedagogical possibilities if accompanied by planning and teacher training. The importance of personalized strategies and further research to deepen understanding of the cognitive and emotional impacts of technologies on learning was highlighted. This study contributes to understanding the challenges and opportunities presented by the digital generation in education.