FOUNDATIONS AND CHALLENGES OF INTEGRATING ACTIVE METHODOLOGIES AND DIGITAL TECHNOLOGIES

Abstract

The incorporation of Information and Communication Technologies (ICT) in educational settings has fostered the adoption of active methodologies as a strategy to promote meaningful learning, student agency, and the development of complex cognitive competencies. This study critically examines the articulation between active methodologies and the pedagogical use of ICT, considering theoretical foundations, didactic implications, and teacher education challenges. It assumes that ICT, when integrated into student-centered approaches, can enhance collaboration, problem solving, and the collective construction of knowledge; however, its effectiveness depends on structured pedagogical planning and qualified teacher training. The study therefore problematizes the extent to which ICT use has produced consistent methodological transformation or merely replicated transmissive practices in a digitized environment. The general objective is to examine the conceptual and pedagogical foundations that support the integration of active methodologies with ICT, identifying implications for curricular organization, assessment, and teachers’ professional development. The findings indicate that the effectiveness of this integration requires institutional cultural change, strengthened teacher digital literacy, and alignment among learning objectives, methodological strategies, and technological resources.