INTEGRATION OF DIGITAL TECHNOLOGIES AND MULTIPLE INTELLIGENCES: STRATEGIES TO ADDRESS DIFFERENT LEARNING STYLES

Abstract

This study aimed to analyze how digital resources can be associated with the theory of multiple intelligences to promote personalized teaching and address different learning profiles in the educational context. This is an integrative literature review with a qualitative approach and exploratory-descriptive character, conducted in January 2026. The search was carried out in the Web of Science, Scopus, ERIC, and SciELO databases using descriptors related to educational technologies, multiple intelligences, and personalized learning. Articles published between 2016 and 2026 were included, as well as normative documents addressing digital culture in education. After applying the eligibility criteria, seventeen studies composed the final sample. The results indicate that the use of digital resources, such as virtual learning environments, interactive multimedia, gamification, e-learning, and artificial intelligence-based tools, can expand pedagogical strategies and foster the development of different cognitive abilities. It was also observed that the integration of these tools contributes to more dynamic, participatory, and student-centered educational practices. Therefore, the articulation between digital resources and the theory of multiple intelligences presents potential to strengthen more flexible and inclusive pedagogical practices, although challenges remain related to teacher training and the implementation of these strategies in everyday school practice.