CHALLENGES FOR TEACHERS IN THE DIGITAL AGE

Abstract

This study investigated how teachers can adjust their pedagogical practices to meet the needs of the digital generation, taking into account the contributions of neuroeducation. The overall objective was to analyze how the integration of digital technologies and neuroeducational knowledge can improve teaching and learning. The methodology adopted was bibliographic, with a qualitative approach based on the review of academic articles, books and dissertations on neuroeducation, digital technologies and pedagogical practices. During the development, it was found that the digital generation requires teachers to constantly adapt to new technological tools and methodologies, with neuroeducation being an essential resource for understanding how the brain learns and how this can be applied to personalize teaching strategies. In addition, it was shown that the simple use of digital technologies, without understanding students' cognitive processes, is not enough to promote effective teaching. The final considerations indicated that the combination of digital technologies with neuroeducation knowledge offers an effective approach to personalizing teaching, but continuous teacher training is essential for the success of this adaptation. Further studies may be needed to explore pedagogical practices and the application of these approaches in different contexts.