EMERGING TECHNOLOGIES, INSTRUCTIONAL DESIGN, AND COLLABORATIVE LEARNING IN THE EDUCATION OF THE DIGITAL GENERATION IN HIGHER EDUCATION

Abstract

This article analyzes the articulation between emerging technologies, instructional design, and collaborative learning in the education of the digital generation in higher education, considering the pedagogical transformations resulting from the intensified use of digital resources in educational processes. Using a qualitative and bibliographical approach, the study is based on the analysis of scientific productions that discuss the pedagogical integration of technologies, the role of instructional planning, and collaborative dynamics in face-to-face, hybrid, and digital environments. The investigation seeks to understand how these dimensions interrelate and how they contribute to the construction of more participatory formative experiences aligned with the characteristics of contemporary university students. The literature review shows that emerging technologies, when used intentionally and mediated by consistent instructional design, expand the possibilities for interaction, engagement, and collective knowledge construction. The results also indicate that collaborative learning is consolidated as a relevant pedagogical strategy, provided it is supported by reflective teaching practices and institutional conditions favorable to innovation. It is observed that the challenges associated with technological integration involve pedagogical, cultural, and organizational dimensions, requiring continuous investments in teacher training and educational management. It is concluded that the convergence between emerging technologies, instructional design, and collaborative learning constitutes a structuring axis for the re-signification of practices in higher education, contributing to a more meaningful, interactive academic training that is coherent with the demands of the digital generation.