HEALTH EDUCATION IN THE DIGITAL AGE: CHALLENGES AND PERSPECTIVES FOR DIGITAL LITERACY AND PROFESSIONAL TRAINING IN THE BRAZILIAN UNIFIED HEALTH SYSTEM (SUS)

Abstract

The use of Digital Information and Communication Technologies (DICTs) has established itself as a transformative element in the health area, especially after the digital acceleration caused by the COVID-19 pandemic. This study aims to reflect on the contemporary perspectives and challenges of applying DICTs in professional health education, considering the current scenario of technological innovations and public policies. This is a theoretical-reflective study, anchored in normative documents, public policies, ordinances, and scientific publications related to health education, permanent education, DICTs, and digital health. The experiences of the authors in management and teaching in digital health, with an emphasis on telehealth, were correlated with recent literature. The results indicate that although DICTs allow the integration of media and active methodologies, expanding access and flexibility in education, their effectiveness depends on solid pedagogical approaches and the critical training of teachers and students. The emergence of artificial intelligence, learning analytics, and microlearning stands out as promising trends, but challenges such as digital inclusion, information overload, and the need for continuous curriculum updating persist. It is concluded that digital literacy must be encouraged from undergraduate studies, with the support of institutionalized public policies.