CONNECTING KNOWLEDGE: THE TRANSFORMATION OF CONTEMPORARY EDUCATION THROUGH DIGITAL MEDIA

Abstract

Digital technological resources fundamentally reconfigure the processes through which knowledge is generated, circulates among different actors, and is incorporated into educational practices, impacting interaction forms, democratization of informational resources, and collective meaning production. This article investigates how platforms and digital tools modify contemporary educational scenarios, considering possibilities for including historically excluded populations, multiplying communicative strategies, and obstacles linked to developing critical competencies for technology use and content reliability. Through bibliographic research guided by Egido (2024) and Frainer (2022), which ground the requirement for rigor in investigations of this scope, the work articulates grounded analysis of twelve authors with expertise in pedagogy, communicational processes, and scientific methodology. Findings suggest that digital technologies amplify learning processes when aligned with curricular proposals with clear intentionality, although they bring concerning issues related to attentional fragmentation, proliferation of imprecise information, and replication of access disparities. It is concluded that educational innovation mediated by digital technologies demands critical preparation of students and teachers to navigate multifaceted informational ecosystems, to validate data sources, and to employ technologies as instruments of authorship and reflective analysis rather than mere passive content absorption.