DIGITAL LEARNING ENVIRONMENTS IN THE EDUCATIONAL CONTEXT

Abstract

This article critically analyzes the role of Digital Learning Environments (DLEs) in the reconfiguration of teaching and learning processes in the contemporary educational context. It is grounded on the understanding that such environments are not merely technological platforms, but sociotechnical ecosystems that structure formative experiences, organize pedagogical interactions, and influence curricular decisions. The study adopts a qualitative approach, based on bibliographic and documentary research, grounded in the analysis of academic publications and normative documents, particularly the Brazilian National Common Curricular Base (2018) and its Complement for Computing Education (2022). The findings indicate that the pedagogical effectiveness of DLEs depends primarily on the instructional design that organizes the learning experience, as well as on teacher mediation, curricular coherence, and institutional conditions of implementation. Although these environments may enhance interaction, authorship, and engagement, they may also intensify teachers’ workload and reproduce transmissive practices when used instrumentally. The study concludes that the consolidation of digital learning environments as meaningful educational spaces requires continuous teacher education, consistent curricular integration, and educational policies that acknowledge the complexity of pedagogical work.