Digital Literacy in Education: pedagogical Practices, Competencies, Challenges and new Technologies

Abstract

This article discusses Digital Information and Communication Technologies (DICTs) in the educational context, focusing on the concepts and definitions of digital literacy. The research, grounded in a critical literature review, aims to understand how DICTs can be integrated into the school environment to promote teaching aligned with the demands of contemporary society. The study draws on theories from authors such as Dudeney, Hockly, and Pegrum (2016) and analyzes articles addressing the digital competencies required for education. The methodological approach adopts a comparative analysis of different works, highlighting convergences and divergences in the concepts of digital literacy. The findings indicate that, despite challenges such as lack of infrastructure and teacher training, the incorporation of DICTs in education is essential to prepare students and teachers to critically and creatively engage in a digitalized world, aligning pedagogical practices with contemporary demands.