MULTIMODAL LEARNING INNOVATIONS FOR EDUCATORS: STRUCTURING TEACHER TRAINING COURSES FOR THE ALPHA GENERATION

Abstract

The emergence of Generation Alpha, characterized by early and intense exposure to digital technologies, presents significant challenges to the educational field, particularly regarding the adaptation of pedagogical practices and teacher education. As digital natives, individuals of this generation exhibit unique learning styles, favoring dynamic, interactive, and multimodal approaches. In this context, multimodal learning emerges as an essential strategy by integrating various forms of language and media—such as text, images, videos, and digital interactions—thereby enhancing student engagement, comprehension, and content retention. Scholars such as Kress (2010) and Mayer (2009) argue that this approach responds to the cognitive complexity of contemporary demands and strengthens knowledge construction processes.However, the integration of technology into the educational environment requires teacher education to go beyond technical proficiency, encompassing ethical, critical, and socioemotional dimensions. The role of today’s educator demands competencies to guide the responsible use of digital tools, as well as skills to address the emotional and relational impacts of the digital world on students. Therefore, continuous professional development should include pedagogical practices that foster empathy, resilience, and critical thinking, preparing teachers to act as facilitators and agents of transformation.The reconfiguration of the educational process to meet the needs of Generation Alpha also involves adopting active methodologies—such as gamification and project-based learning—that promote student autonomy and agency. Nevertheless, implementing these innovations requires substantial investment in infrastructure, institutional support, and educational policies that encourage innovation. Thus, teacher training for this new educational reality calls for a systemic, interdisciplinary, and future-oriented perspective, capable of aligning technology, pedagogy, and human development. Only then will it be possible to build a truly transformative education that meets the challenges of the present and the demands of the future.