EDUCATION IN THE AGE OF SMART CONNECTIONS: CREATIVE INTERFACES AND ETHICAL CHALLENGES IN CONTEMPORARY EDUCATION

Abstract

The proliferation of smart interfaces and the predominance of connective networks have shifted traditional boundaries of educational work, opening zones of uncertainty and possibilities for formative reinvention. This study aims to understand how smart connections and digital repertoire emerge as vectors of transformation, questioning established concepts of pedagogical mediation and teacher responsibility. The research is a bibliographical investigation, grounded in works that question the technological imaginary, highlight political contradictions, and point the way toward an educational practice sensitive to contemporary complexity. It argues that uncritical adherence to platforms and algorithms tends to convert the educational experience into fragmented processes, guided by metrics and market logic. Conversely, it is observed that initiatives anchored in collective reflection and horizontal collaboration can enhance emancipatory practices and strengthen ethical-affective bonds. Recognizing the ambiguity of the digital landscape implies positioning the teacher as an ethical subject capable of discerning between resources that expand autonomy and devices that instrumentalize relationships. Thus, acknowledging uncertainty as part of the journey and valuing the shared construction of knowledge emerges as a condition for establishing formative dynamics committed to plurality. This study contributes to critically situating the ethical and political contours of education in the era of smart connections, inspiring inventive and inclusive pedagogical practices.