THE TEACHER IN FOCUS: INNOVATION AND NEW EDUCATIONAL DEMANDS

Abstract

This study addressed educational trends and the teacher's role in the digital age, highlighting how emerging technologies have reshaped pedagogical practices. The research problem investigated how these technologies are transforming teaching practices and how the teacher’s role adapts to these new educational demands. The general objective was to analyze how emerging technologies redefine the educator’s role and their pedagogical strategies within the school context. The methodology adopted was bibliographic research, based on a review of specialized literature on transformations in teaching and the application of technology in education. The development of the study revealed that ICTs offer opportunities for personalized teaching through active methodologies such as hybrid learning and gamification, as well as allowing for precise monitoring of student performance. However, the study also pointed out challenges related to continuous teacher training and the technological infrastructure of schools. In the final considerations, it was concluded that although emerging technologies bring benefits to the teaching-learning process, the adaptation of schools and teachers is still ongoing, requiring continuous monitoring of changes and ongoing support for educators. Further studies were suggested to investigate the long-term impact of these innovations.