USE OF NEW TECHNOLOGIES IN YOUTH AND ADULT EDUCATION: POTENTIALS AND CHALLENGES

Abstract

This article investigates the use of digital technologies in Adult and Youth Education (EJA), focusing on their impact on the teaching-learning process and the promotion of digital inclusion. The research was conducted in a municipal school in São Lourenço da Mata, Pernambuco, involving 40 students and 11 teachers. Structured questionnaires with closed-ended questions were applied to identify patterns of access, usage practices, and participants’ perceptions regarding the pedagogical use of technologies. The results indicate that smartphones are the primary digital resource used, while access to other devices and connectivity presents significant inequalities. Students highlighted benefits in autonomy, collaborative learning, and the construction of meaningful knowledge. However, institutional limitations, connectivity challenges, and insufficient teacher training restrict the full integration of digital technologies into educational practices. It is concluded that the effective incorporation of digital technologies in EJA requires intentional pedagogical planning, ongoing teacher professional development, and public policies that ensure equitable access, enhancing participation, collaboration, and more inclusive and transformative educational practices.