PERSONALIZED EDUCATION AND ENGAGEMENT OF DIGITAL NATIVES

Abstract

The presence of digital natives in the classroom has created new demands for pedagogical practices, particularly in the need to personalize learning pathways and engage students raised in connected environments, immersed in multiple languages and information flows. This research analyzes the relationship between personalized education and school engagement in light of the demands of this generation, considering the impact of digital culture on how students learn, concentrate, and communicate. The methodology used was bibliographic review with a qualitative approach, based on reference publications gathered from databases such as SciELO, Google Scholar, Crossref, and BDTD, highlighting the work of Alves (2007), Castro Santander (2012), Pereira et al. (2023), Silva et al. (2023), and Paula (2023). The findings show that personalized strategies enhance the motivation of digital students, provided they are grounded in intentional, ethical, and collaborative pedagogical practices. Engagement, more than adapting to technology, requires recognition of each student’s uniqueness, the building of trust, and sensitive mediation aligned with their learning histories. When personalized education is guided by critical and dialogical principles, it proves a viable alternative to transforming the school experience of digital natives.