DIGITAL MEDIA IN EDUCATION: TRANSFORMATION, INCLUSION, AND CHALLENGES IN THE DIGITAL AGE

Abstract

Digital media emerge as vectors of change in the educational field, promoting interactions that reconfigure teaching and learning dynamics in contemporary contexts. This article seeks to examine how these tools foster the inclusion of historically marginalized groups, while exposing inherent obstacles to their widespread adoption in school institutions. The bibliographic research adopted, according to guidelines from Gil (2017) and Severino (2017), enabled a systematic review of sources that highlight both advances and limitations of these technologies. Santos (2024) and Fraga et al. (2026) illustrate, for example, how interactive platforms can democratize access to knowledge, but require curricular adaptations to avoid exclusions. The analysis reveals that educational transformation depends on policies that integrate teacher training and accessible infrastructure, while challenges involve persistent digital inequalities. Thus, the study advocates a critical approach that balances innovation and equity, contributing to more just pedagogical practices in the digital era.