PEDAGOGY OF THE DIGITAL AGE: SCREENAGERS, AI, AND THE FUTURES OF EDUCATION

Abstract

This article examines how the screenagers generation has been transforming the contemporary educational landscape. These young people, whom Prensky (2001) called digital natives, grew up surrounded by screens and electronic devices, which gave them particular competencies such as creativity, collaboration ability, and networked thinking. However, they also face specific difficulties: scattered attention, technology dependence, and limitations in developing socio-emotional skills. Our bibliographic investigation relies on fundamental works by Tapscott (2010), who defines the "Internet Generation," Lévy (1999), a precursor in cyberculture studies, Castells (2015), theorist of network society, and Gates (2023), who analyzes how Artificial Intelligence can revolutionize teaching personalization. The research demonstrates that the widespread presence of digital technology demands profound and urgent pedagogical changes: renewal of teaching methodologies, real implementation of educational personalization, reflective incorporation of Education 4.0 and 5.0 concepts, search for balance between digital world and face-to-face experiences, without forgetting permanent teacher training. Our results indicate that screenagers process information in hypertextual and non-sequential ways, requiring more dynamic, participatory, and technologically integrated educational spaces. We conclude that this generation represents both a complex challenge and a unique opportunity for educational renewal, provided that technologies are incorporated with critical reflection, ethical responsibility, and pedagogical relevance, always prioritizing students' complete formation.