DIGITAL NATIVES IN THE CLASSROOM: CHALLENGES AND PATHWAYS TO TEACHING

Abstract

The study analyzed how the digital practices of the digital generation impacted teaching work in the school context. It started from the problem of how students, by incorporating digital practices into their daily lives, influenced teaching and knowledge mediation. The aim was to understand the effects of these practices on teaching, identifying challenges and possibilities for the teacher’s role. The research, of a bibliographic nature, used a qualitative and exploratory approach, based on the analysis of scientific articles, books, and digital repositories. The development showed that fragmented attention, preference for quick content, and the diversity of digital resources demanded new methodologies, critical pedagogical planning, and permanent teacher training. It was also observed that artificial intelligence expanded opportunities for personalized teaching, although it brought ethical and methodological challenges. The final considerations indicated that teaching needed to be redefined, reinforcing the teacher’s role as mediator and guide, capable of articulating digital technologies to critical and meaningful learning. It was concluded that, although the study highlighted relevant contributions, further research is still necessary to deepen the analysis in the face of constant technological evolution.