MEDIA EDUCATION AND CRITICAL TRAINING IN THE DIGITAL AGE

Abstract

This study analyzed how the educational journey of the digital generation has impacted teaching practices, exploring the possibilities and challenges faced by teachers. The objective was to understand the adaptations required to meet the pedagogical demands of this generation, characterized by constant interaction with digital technologies. The methodology involved a bibliographic review of articles, books, and academic journals addressing the relationship between neuroscience, technology, and education. The findings highlighted that using digital technologies in the classroom enhanced student engagement but also introduced challenges in balancing digital activities with traditional practices. Teachers faced difficulties integrating technologies effectively, underscoring the need for continuous training to adapt their methodologies. Additionally, digital games emerged as a significant pedagogical tool for developing cognitive skills such as memory and problem-solving. The conclusions emphasized that the impact of the digital generation on teaching practices necessitates innovative educational strategies and institutional support for teacher training. Balancing the use of technologies with traditional pedagogical approaches was deemed crucial for fostering inclusive and meaningful learning. Further studies are recommended to deepen the analysis of technology’s effects across diverse educational contexts.