DIGITAL TECHNOLOGIES AND THE RECONFIGURATION OF TEACHING AND LEARNING PROCESSES IN HIGHER EDUCATION FROM MORAN’S PERSPECTIVE

Abstract

This study aimed to analyze how digital technologies reconfigure teaching and learning processes in higher education from Moran’s theoretical perspective. It is an integrative literature review with a qualitative, exploratory, and descriptive approach, conducted in January 2026. The search was carried out in the Web of Science, Scopus, ERIC, and SciELO databases, using the descriptors digital technologies, higher education, teaching and learning, pedagogical innovation, and technology integration, combined with the Boolean operators AND and OR, resulting in the selection of 12 studies published between 2019 and 2026. The results show that digital technologies promote the flexibilization of learning times and spaces, expand opportunities for pedagogical interaction, and foster student-centered practices, especially when articulated with active learning methodologies. However, limitations were also identified, particularly regarding teacher training, access inequalities, and the fragile integration between technology and pedagogy. It is concluded that the reconfiguration of teaching and learning processes does not result from technology itself, but from the pedagogical and institutional choices that guide its integration, with Moran’s perspective serving as a consistent framework for understanding and guiding more innovative educational practices in higher education.