CONNECTED EDUCATION: INCLUSION, ACCESSIBILITY AND INVISIBLE RISKS

Abstract

This study addressed the educational model integrated into the technological environment, considering the implications of the digital space in the teaching and learning process, especially in basic education. It investigated the advantages, benefits, and risks arising from the use of digital technologies in education, with a particular focus on inclusion, accessibility, and the invisible impacts of these tools. The main objective was to critically analyze the effects of digitalization in contemporary education. The methodology used was bibliographic research, based on the analysis of recent publications on remote learning, gamification, virtual reality, and artificial intelligence applied to the school context. In the development, the benefits brought by technology were discussed, such as personalized learning, increased student engagement, and expanded access to knowledge, along with challenges like digital exclusion, mental health risks, lack of teacher training, and structural limitations of institutions. It was concluded that although the digital environment is a significant ally in pedagogical innovation, its use requires planning, responsibility, and effective public policies. The study contributed to a critical understanding of the technological impacts on education and pointed to the need for future research on inclusive and equitable practices in technology use.