THE IMPACTS OF DIGITAL TECHNOLOGIES ON TEACHING AND LEARNING PROCESSES: CONSIDERATIONS BASED ON UNESCO AND UN REPORTS

Abstract

This article analyzes the impacts of digital technologies on teaching and learning processes, using UNESCO, UN, and OECD documents as references. The reflection shows that technological integration in education is a complex and dual phenomenon: it has the potential to promote more inclusive, equitable, and personalized education, aligned with SDG 4; but it can also widen preexisting social and digital inequalities if implemented without a solid ethical and pedagogical framework. The discussion, based on a literature review of global reports, highlights that the critical success factor is not the technology itself, but investment in continuous teacher training, bridging the digital divide, and designing public policies guided by equity. It is concluded that the impact of technology is conditional, depending on political and pedagogical choices that prioritize inclusion and human development.