MOTIVATION IN CONTEMPORARY EDUCATION: TECHNOLOGY AND COMPLEX THINKING IN EDGAR MORIN

Abstract

Motivation to learn is one of the main challenges facing contemporary education, given the transformations brought about by digital technologies, changes in social interaction, and the complexity of educational processes. In this context, this study analyzed motivation by integrating Edgar Morin’s Complex Thought with Guy R. Lefrançois’s contributions to learning theories, engaging with frameworks of autonomy, teacher education, and the social construction of knowledge. This is a qualitative and interpretive study of a theoretical, bibliographic, and documentary nature. The analysis was organized around four main themes: theories of motivation and learning; Complex Thought; teacher education; and digital technologies. The results show that motivation is not an individual attribute or a response to external stimuli, rewards, or behavioral control. Rather, it is a multidimensional phenomenon arising from the interaction of biological, cognitive, affective, social, cultural, and pedagogical factors. The convergence of the psychology of learning and the epistemology of complexity demonstrated that meaningful pedagogical practices depend on the development of autonomy, a sense of belonging, dialogue, and the attribution of meaning to knowledge. In conclusion, this study proposes an interdisciplinary understanding of motivation, offering insights for teacher training, instructional planning, and future research committed to a contextualized, inclusive, and holistic education.