THE INTERFACES BETWEEN DIGITAL TECHNOLOGIES IN EDUCATION, PEDAGOGICAL INNOVATION, LEARNING PROCESSES, AND DIGITAL INCLUSION: A SYSTEMATIC REVIEW
DOI:
https://doi.org/10.56238/revgeov17n1-159Keywords:
Augmented Reality, Digital Competencies, Gamification, Inclusive Education, Artificial IntelligenceAbstract
Considering the contemporary challenges related to the integration of digital technologies into educational processes, especially with regard to pedagogical innovation, learning, and digital inclusion, a systematic analysis of the scientific evidence produced on these interfaces becomes necessary. Thus, this study aims to critically analyze the relationships between digital technologies in education, pedagogical innovation, learning processes, and digital inclusion, identifying contributions, impacts, and gaps in the scientific literature. To this end, a systematic literature review with a qualitative and descriptive approach was conducted between November and December 2025, encompassing studies published from 2020 to 2025. The search was carried out in the ERIC, SciELO, Web of Science, and ScienceDirect databases, using descriptors in Portuguese and English combined with the Boolean operators AND and OR, involving the terms digital technologies, pedagogical innovation, learning, and inclusive education. Data synthesis was performed using the SWiM approach and Content Analysis, with confidence in the evidence assessed through the GRADE-CERQual method. The findings indicate that the intentional use of digital technologies, such as artificial intelligence, gamification, augmented and virtual reality, contributes to increased engagement, learning personalization, student autonomy, and educational inclusion, especially when associated with qualified teacher mediation. However, challenges related to unequal access, teacher training, and the pedagogical integration of technological resources remain. It is concluded that digital technologies present a high transformative potential when articulated with inclusive, ethical, and contextualized pedagogical practices.
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References
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