TL;DR
The study concludes that linking the tradition of education of the will with discussions on digital technologies may broaden the understanding of the cognitive and anthropological conditions required for learning and contribute to a more critical integration of ICT in school contexts.
This study aims to analyze how the triad of Digital Culture, Computational Thinking, and the Digital World (CPM) influences the construction of teacher identity, seeking to understand the challenges and opportunities arising from the implementation of these dimensions in pedagogical practice. The research is based on a qualitative, bibliographic approach, grounded in the analysis of scientific literature and official documents addressing the integration of digital technologies into education and their implications for teaching. In this context, the study examines how these transformations affect teachers' professional education, practice, and identity in contemporary society. The findings indicate that the incorporation of digital culture and computational thinking creates new demands for teacher education, requiring educators to develop broader competencies for the critical, ethical, and pedagogical use of digital technologies. At the same time, the results highlight challenges related to initial and continuing teacher education, working conditions, and the adaptation of pedagogical practices. It is concluded that the CPM triad represents a structuring element of contemporary education while reshaping teacher identity and requiring new knowledge and practices for teaching in the digital society.
This theoretical-reflective article, derived from the doctoral dissertation Intercultural Education Based on Curriculum Management for Strengthening the Quality of Higher Education, is grounded in a critical-hermeneutic documentary review. The study adopts a qualitative perspective supported by micro-ethnographies and an introspective-experiential approach, assuming the co-construction of the corpus through information analysis, textualization, theoretical triangulation, and analytical systematization. It examines the relationship between culture, intercultural education, curriculum management, and technology, understanding the latter not as a neutral resource but as a sociocultural mediation capable of expanding or restricting recognition, participation, and curricular justice. The findings suggest that intercultural education goes beyond discourses of inclusion and coexistence to become a transformative practice in the face of historically rooted cultural exclusion. They also show that the critical, ethical, accessible, and pedagogically relevant integration of digital technologies can foster dialogue among knowledge systems, the visibility of identities, collaborative knowledge production, and the democratization of learning. However, technology may also deepen inequalities when gaps in connectivity, accessibility, digital competencies, and cultural representation persist. The article concludes that recognizing diversity, developing inclusive curricular practices, and critically managing technology contribute to strengthening educational quality.
The study traces the paradigm shift from the traditional model to a student-centered model, explores the various media tools and their pedagogical applications, and discusses the challenges inherent in this transition, including teacher training and equitable access.
The present study aims to analyze national and international scientific evidence on the role of teachers in contemporary education, discussing their importance in light of the increasing incorporation of digital technologies into the school environment. This is a narrative literature review based on scientific articles, books, and institutional documents published primarily between 2020 and 2026, complemented by classical educational references. The results indicate that, although digital technologies enhance pedagogical practices and expand opportunities for innovation, they remain unable to replace essentially human competencies such as pedagogical mediation, empathy, the development of affective bonds, intellectual autonomy, ethical education, and the promotion of citizenship. It is concluded that the future of education depends on a balanced integration between technological innovation and the appreciation of the teaching profession, preserving the teacher as an indispensable agent in human development and knowledge construction.
Contemporary education is increasingly shaped by changing learner needs, digital environments, and the growing importance of inclusive pedagogical practices. As educational systems respond to social, cultural, and technological transformations, research on student identity, active learning, and culturally responsive teaching has become central to improving teaching and learning processes. The chapters in this volume examine selected issues in modern educational research. The first chapter explores the effectiveness of authentic project-based learning assignments and activities in language and arts entrepreneurship, focusing on student perceptions through a mixed-methods approach. The second chapter addresses the transformation of digital subjectivity in adolescence, highlighting the need to understand, prevent, and support identity-related challenges in digital contexts. The third chapter discusses culturally responsive teaching and its role in bridging the gap between curriculum and learner identity. By bringing together these studies, this volume reflects the interdisciplinary nature of contemporary pedagogy. The chapters show how project-based learning, digital identity awareness, and culturally responsive teaching can contribute to more meaningful, inclusive, and learner-centered educational environments. It is hoped that this book will serve as a useful academic resource for researchers, educators, students, and professionals interested in educational sciences, pedagogy, learner identity, digital education, and inclusive teaching practices. We extend our sincere appreciation to all contributing authors for their valuable scholarly efforts.