TECHNOLOGIES, ACTIVE METHODOLOGIES AND TEACHER EDUCATION: RECONFIGURATIONS OF EDUCATIONAL RESEARCH IN THE AGE OF ARTIFICIAL INTELLIGENCE

Abstract

The article discusses the epistemological and methodological foundations of educational research in the context of digital culture and artificial intelligence (AI), with an emphasis on the implications for teacher training. Based on a theoretical-reflective, qualitative approach, grounded in authors in the field, the study aims to analyze how technological transformations impact knowledge production, training processes, and pedagogical practice. Initially, the epistemological bases of educational research and the role of the teacher-researcher in the construction of knowledge are explored, articulating theory and practice. Next, the incorporation of digital technologies and AI in educational research is analyzed, highlighting both their methodological potential and the ethical and political challenges. Active methodologies are addressed as strategies that favor meaningful learning and gain power when integrated with intelligent digital platforms, such as Be Active. The discussion emphasizes that teacher training in the digital age requires overcoming technical models and strengthening investigative, critical, and collaborative skills. It concludes that, in order to be relevant in the face of contemporary challenges, educational research must combine technological innovation and pedagogical intentionality, reaffirming its commitment to humanizing, ethical, and socially referenced training.