Deconstructing educational meta-narratives: a disruptive proposal from equity and digital resilience
DOI:
https://doi.org/10.71112/rhe1rf24Keywords:
technology, artificial intelligence, critical thinking, classroom, experience, learning, metacognitionAbstract
Currently, educational institutions face the challenge of adapting their methodologies to foster critical learning that responds to the complexities of the digital age. This article proposes a pedagogical strategy that integrates technology as an essential tool to develop critical thinking in new generations, who deal with global realities such asmediate reality, consumerism and mental health problems. It is essential that teachers assume the role of learning facilitators, creating inclusive educational environments that value multiculturalism and respect differences. In doing so, we seek not only to meet the demands of a constantly evolving postmodern society, but also to prepare students with the skills necessary for the XXI century, this promoting social justice and collective well-being and responding to the objectives of sustainable development, generating permanence opportunities that range from the initial stage of their training to professional training, guaranteeing an adequate transition mediated by quality, equity and inclusion.
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