THE TEACHER IN CONTEMPORARY TIMES: MEDIATION, DIGITAL TRANSFORMATION, AND THE CONSTRUCTION OF STUDENT AUTONOMY IN AN EDUCATION IN TRANSITION

Abstract

This article investigates transformations in the teacher's role and identity in light of the social, cultural, and technological changes characterizing contemporary education. Through a qualitative, exploratory literature review, the study analyzes the redefinition of teaching driven by the critical incorporation of digital technologies and the need for a role based on mediation, reflection, and relational engagement. The discussion addresses three theoretical axes: the transition from a transmission-based model to pedagogical mediation within digital culture; the challenges of integrating technological tools into educational processes and the relational, developmental, and structural implications shaping teaching practice. The results indicate that the contemporary teacher's role encompasses complex dimensions such as guiding learning, managing conflicts through dialogue, and fostering student autonomy requiring knowledge that extends beyond mere mastery of the curriculum. The study concludes that the consolidation of pedagogical mediation depends on the alignment of reflective teacher training, infrastructural support, and sustained public policies that value the teaching profession.