INTEGRATION OF ACTIVE METHODOLOGIES AND DIGITAL TECHNOLOGIES IN THE ELEMENTARY SCHOOL CURRICULUM: CHALLENGES AND POSSIBILITIES IN CONTEMPORARY EDUCATION

Abstract

This study consists of a literature review that investigated the integration of active methodologies and digital technologies into the elementary school curriculum, highlighting challenges and possibilities in contemporary education. The choice of the theme is based on the need to align the school with social, cultural, and technological transformations, making learning more meaningful, participatory, and connected to the reality of students immersed in digital culture. It is also justified by the gap in the literature regarding the effective integration of these approaches, especially concerning teacher training for the pedagogical use of digital technologies and structural challenges such as technological infrastructure, internet access, and digital inequalities. The research problem sought to answer how to effectively integrate active methodologies and digital technologies into the elementary school curriculum, considering these challenges. The general objective was to understand this integration in order to promote more meaningful learning aligned with contemporary demands. Specific objectives included (1) identifying the main active methodologies and digital technologies applicable to elementary education, (2) describing the challenges related to teacher training, and (3) explaining the structural limitations of schools and their impacts on the teaching and learning process. The methodology was based on a critical and systematic analysis of scientific articles published between 2013 and 2025. It is expected that the study will contribute to filling some of the identified gaps, offering support for the promotion of a more innovative, equitable education that is consistent with the demands of contemporary times.