PEDAGOGICAL APPROACHES IN THE DIGITAL CURRICULUM

Abstract

This study addressed the role of the digital curriculum in Distance Education (DE), focusing on pedagogical approaches that promote collaborative knowledge construction and active learning. The research problem was to understand how the digital curriculum and pedagogical methodologies in DE contribute to more meaningful learning. The objective was to analyze how these approaches impact the educational process, promoting interactive and collaborative teaching. The methodology used was exclusively bibliographical, analyzing articles, books, and dissertations on the topic. The development focused on the concept of digital curriculum, active methodologies such as flipped classroom and gamification, and collaborative knowledge construction in the DE context. The final considerations highlighted that the digital curriculum, when integrated with active methodologies, can transform learning, making it more dynamic and interactive. Furthermore, collaboration among students and the use of technologies foster deeper and more personalized learning. It was concluded that despite challenges, the digital curriculum holds great potential to enhance distance education, and further studies on teacher training and digital inclusion are needed to ensure equitable access to technologies.