DIGITAL TRANSFORMATION IN YOUTH AND ADULT EDUCATION: MATHEMATICAL MODELING AND TECHNOLOGY IMPACT ON PHYSICS TEACHING

Abstract

Digital transformation represents one of the greatest challenges and opportunities for contemporary education, especially in Youth and Adult Education (EJA). This study presents a quantitative and qualitative analysis of the integration of educational technologies into Physics teaching in EJA, drawing on the experience of the Pedagogical Residency Program. An exponential mathematical model was developed to describe knowledge absorption as a function of exposure time to technological resources, prior knowledge, and an engagement coefficient. Results show performance gains ranging from 26.1%, in Classical Mechanics, to 57.7%, in Modern Physics. The research, conducted as a case study with a qualitative approach and bibliographic and documentary analysis, indicates that, despite significant implementation challenges (average impact of 86%), the Pedagogical Residency is a fundamental space for experimentation and reflection on innovative practices.