THE SCREENAGERS GENERATION AND THEIR SCHOOLING JOURNEY: CHALLENGES AND POSSIBILITIES FOR CONTEMPORARY EDUCATION

Abstract

This article aims to analyze the characteristics of the Screenagers generation within the educational context, examining their learning styles and the multifaceted challenges posed to teachers and schools by digital cultural transformations. Employing a bibliographic research methodology, we surveyed and critically analyzed articles, books, and periodicals addressing the digital generation and its educational repercussions. The findings reveal that Screenagers, individuals born from the 2000s onward, are immersed in non-linear cognitive cultures, hyperconnected, and favor iconographic media, displaying learning profiles that clash significantly with traditional pedagogical models. The discussion highlights that, despite their technical dexterity and multitasking capabilities, this generation faces critical issues such as impatience, sequential reasoning deficits, and risks inherent to hyperconnection, including misinformation and cognitive overload. Additionally, we identify systemic structural hurdles: epistemological gaps in teacher training, obsolete technological infrastructures, institutional resistance, and curricular ossification. We conclude that the school must act as a crucial moderating agent, fostering ICT-supported pedagogical practices that harness hypertextuality for meaningful learning, while simultaneously cultivating reflective, sequential, and ethical competencies essential for holistic student development.