Educational Technologies

Definition

Educational technologies refer to the set of digital tools, resources, applications, and methodologies used to facilitate the teaching–learning process. These technologies include software, online platforms, hardware devices (such as tablets, computers, and interactive whiteboards), and, if one wants to give special relevance, as it should be these days, to the issue of inclusion in education, assistive technologies, all aimed at improving access to education, personalizing learning paths, and fostering a more dynamic interaction between students and teachers. This entry explores the integration of educational technologies, highlighting their role in enhancing the teaching–learning process, promoting inclusive and personalized education. It analyses the pedagogical implications of the use of digital technologies, including assistive technologies (which foster learning in a Universal Design for Learning perspective), and the need to train competent teachers to adopt innovative teaching practices. This entry concludes by emphasizing the importance of a shared commitment to prepare future generations for a technologically changing world by creating more dynamic and accessible learning environments, including through virtual reality, augmented reality, and artificial intelligence.

1. Introduction of Education Technologies

Educational technologies are transforming modern education through digital tools, platforms, and methodologies that enhance teaching and learning. From hardware like tablets and interactive whiteboards to innovations such as virtual reality, augmented reality, and artificial intelligence, these advancements redefine educational possibilities. Inclusion is a critical focus, with assistive technologies playing a key role in breaking barriers and ensuring equitable access to learning. By fostering accessibility and innovation, educational technologies pave the way for a more dynamic and inclusive educational experience. This can be accomplished through various approaches, such as personalizing learning paths and fostering a more dynamic interaction between students and teachers in formal contexts [1,2,3], including educational institutions like schools and universities or courses specifically designed to offer the opportunity to develop digital skills [4,5]. This can also occur in other contexts, such as informal settings, including museums, art galleries, libraries, sculpture galleries, or archaeological sites, to name just a few examples [6]. Furthermore, educational technology refers to teaching and learning practices that incorporate technological tools and view digital media as a support mechanism for facilitating mediation in teaching and learning processes [2]. More extensively, educational technologies not only optimize content management and delivery but also support the development of digital, cognitive, and critical skills (in this regard, further details and sources are provided in the next paragraph), responding to the needs of a changing world and helping to create more inclusive, interactive, and collaborative learning environments. First and foremost, it is essential to clarify that the factors facilitating the successful integration of new technologies in enhancing learning and education are closely linked to the challenges that may hinder their effective adoption and utilization. These challenges can be broadly categorized into two main domains: (1) technological and infrastructural issues, such as the digital divide, and (2) human-related factors, including difficulties in cognitive engagement arising from complex human–machine interfaces [3,7,8].

2. The Impact of Digital Technologies in Education: Perspectives and Challenges

The evolution of digital technologies has profoundly transformed the landscape of learning, creating extraordinary opportunities for inclusion and the personalization of education while also posing significant challenges to the global education system. These changes encompass not only the technological domain but also cognitive sciences, pedagogy, sociology, and accessibility. Recent studies indicate that the role of digital technologies in education has become firmly established, with an impact extending beyond simple teaching tools, fundamentally reshaping how knowledge is created, shared, and applied [9,10,11,12]. Digital technologies enable an interdisciplinary approach that combines computational thinking with the humanities and sciences, fostering a broader and more integrated understanding of complex phenomena, especially with the advent of generative artificial intelligence that surpasses past predictions of what artificial intelligence would be able to do [13].

2.1. Design and Inclusive Education Technologies

For instance, the introduction of AI tools in artificial environments (man-/programmer-made environments) such as virtual simulations, augmented reality, and adaptive learning platforms has expanded opportunities for exploration and in-depth study in fields such as physics, biology, history, and even the arts. Moreover, computational thinking—promoted by international K-12 standards—equips students with the ability to break down complex problems into more manageable components, a critical skill even beyond technological disciplines [14]. A key aspect of this transformation is the role of assistive technologies, which are crucial for ensuring educational inclusion. Tools such as text-to-speech software, screen readers, augmentative and alternative communication (AAC) devices, and personalized learning support apps allow students with physical, cognitive, or sensory disabilities to access quality education [15,16,17]. The integration of these technologies not only breaks down barriers but also contributes to the creation of more equitable learning environments, aligned with the principles of Universal Design for Learning (UDL) [18,19,20,21,22,23]. UDL is not a technology but rather a framework or mindset for designing and approaching education. It aims to provide equal opportunities for success for all students by recognizing the diversity of learners and ensuring that every individual has the means to thrive. The intention here is simply to provide a point of reflection on the matter. The core principle of UDL is that there is no average student and that each learner approaches learning in distinct ways, influenced by a variety of factors such as physical, emotional, behavioral, neurological, and cultural differences. Therefore, the goal of UDL is to enhance the educational experience for all students by introducing more flexible teaching and assessment methods, ultimately creating truly inclusive lessons that accommodate the diverse needs of all learners. In other words, UDL encourages the use of a wide range of teaching methods to eliminate barriers to learning, enabling students to engage with material in ways that suit them best. Rather than offering a one-size-fits-all solution, UDL-designed courses provide significant flexibility. This is crucial because the learning process varies greatly from one individual to another. Each student has unique ways of engaging with content, acquiring information, and expressing what they have learned.

2.2. Overcoming Barriers to Inclusive Education Technologies

However, the full integration of these technologies into school systems requires a targeted approach that considers the diversity of students, their needs, and the sociocultural context [24,25,26]. Achieving this necessitates adequate teacher preparation, enabling educators to combine technical skills with pedagogical sensitivity and ethical awareness. The effective use of digital technologies, including assistive tools, demands not only technical expertise but also a deep understanding of the educational potential and limitations of these technologies so they can be tailored to the specific needs of learners and the objectives of instruction [8,19]. The rationale for emphasizing the potential offered by the UDL model in comparison to other frameworks lies in two main reasons. First, UDL originates from CAST (www.cast.org, accessed on 20 December 2024), a nonprofit organization dedicated to education research and development, which developed the UDL Guidelines. The acronym “CAST” stands for the organization’s original name, the Center for Applied Special Technology, now simplified to CAST. This origin reflects a vision inherently rooted in technology, as opposed to other models that merely incorporate technology as an auxiliary component. Second, the UDL Guidelines are now implemented globally to promote more inclusive learning environments. The model draws its foundational philosophy from universal design in architecture, a term introduced by architect Ronald Mace, which originated as a rights-based, anti-discrimination concept aimed at promoting designs that accommodate individuals of all abilities. UDL aims to eliminate physical barriers and adapts them to address the following three primary barriers to learning: (1) Engagement barriers, because these arise from the challenge of fostering student motivation to participate in the learning process. For instance, students might question the relevance of learning (“Why should I learn this?”). Educators can address such barriers by employing strategies like gamification to enhance engagement. (2) Sensory barriers, which involve challenges linked to sensory or physical disabilities, such as visual or auditory impairments, or difficulties with fine motor skills. In these cases, assistive and compensatory technologies can play a crucial role in enabling access to learning materials. (3) Strategic barriers, which, from a neuroscientific perspective, arise due to the difficulties in planning and executing tasks. For example, tasks may need to be simplified or scaffolded to align with students’ capabilities. A visual and concise way to understand the topic of the three above-mentioned primary barriers to learning is to consult a summary diagram, i.e., a graphic organizer, which is available online at https://udlguidelines.cast.org/static/udlg3-graphicorganizer-digital-numbers-a11y.pdf (accessed 12 December 2024). CAST (2024). A comprehensive discussion of this educational approach would require an entire dedicated entry. Those interested are encouraged to consult the referenced manual for further exploration and to examine the accompanying image in detail.

3. Educational Technology and Media Education: Two Complementary Perspectives

The relationship between media education and educational technology can be regarded as two sides of the same coin, as both share the goal of exploring and leveraging the educational potential of digital technologies, albeit with distinct perspectives and methodologies. On the one hand, these disciplines focus on the study and critical use of technologies, analyzing their social, cultural, and pedagogical impact; on the other hand, they represent overlapping areas of research that enrich one another, developing educational models and strategies for more effective and meaningful use of technologies in learning [2,3,11,12]. It is beyond the scope of this discussion to enumerate and connect all these models to technologies in and for education. However, consider how a teacher or educator might apply, among others, the following models: the frontal teaching model, rote learning model, disciplinary model, Montessori model, Dewey model (emphasizing active and experiential learning), flipped classroom, inquiry-based learning, project-based learning, blended learning, gamification, differentiated instruction, cooperative learning, peer-to-peer learning, and the sociocultural model (drawing on Vygotsky’s foundational studies). Let us consider a few examples: the Montessori model, for instance, can incorporate the use of 3D printers to create educational materials directly within the school setting; the flipped classroom can leverage online educational platforms to facilitate teaching; and the frontal teaching model can also benefit from the use of slides, interactive whiteboards, and videos to support the instructor’s delivery. This dual approach (educational technology and/vs. media education) emphasizes the importance of analyzing digital technologies not only as static tools but as complex ecosystems influenced by the interaction between users, content, and contexts. For instance, the concept of “open-the-box”, discussed by Laurillard [10], finds direct application here: exploring digital technologies in depth, dismantling their components, and understanding their internal dynamics enables their application to specific educational needs and fosters conscious and creative use. Moreover, the intersection between media education and educational technology is directly connected to the importance of digital competencies, as highlighted by the European Parliament Recommendation of 2006. These competencies require a critical and reflective understanding of technologies, including the ability to assess the reliability of sources, manage information ethically, and collaborate through digital networks. In this context, educators must not only develop these competencies in their students but also cultivate them within themselves in order to design learning experiences that fully exploit the potential of technologies. Finally, the role of assistive technologies further expands this perspective, as it demonstrates how critical understanding of technologies can be applied to create inclusive learning environments [27], even for school subjects that seem very far removed from technology, and even for the study of Latin and classical literature [28]. Media education, which promotes the responsible and mindful use of media, and educational technology, which focuses on implementing tools for improving learning, find in assistive technologies an ideal point of convergence: the ability to break down barriers and ensure equitable access to education, transforming diversity into a resource for collective learning [29].

4. The Challenge of Technological ‘Absorption’ in the Education System

Despite the technological advancements of the past thirty years, educational systems continue to struggle in fully integrating the wide range of devices, applications, and methodologies available. This difficulty is not only technical but also cultural and organizational, as it involves the need to rethink established teaching approaches and reorganize training pathways in a more flexible and inclusive manner. According to the studies of the Educational Technology, Learning Technologies of University College London [10], the main issue lies in the overwhelming number of innovations and their rapid evolution, which often surpasses the capacity of educational systems to adapt and harmonize these technologies within their processes. This “disharmony” creates a discrepancy between the potential offered by technologies and their actual use in education. One example of this challenge is the limited adoption of assistive technologies in schools, despite their effectiveness in promoting inclusion. Tools such as screen readers or alternative communication software are available but are often not utilized to their full potential due to a lack of training or appropriate infrastructure. This reflects a systemic shortcoming in the educational system’s ability to address the diverse needs of students, highlighting the urgency of giving greater attention to pedagogical needs in technological adoption. To overcome this obstacle, it is crucial that teachers are not only passive users of technologies but become active explorers of their pedagogical potential. Adopting an “open-the-box” approach, as suggested by Laurillard [10], means going beyond the superficial use of technological tools to understand the internal mechanisms and dynamics of digital media. This approach enables teachers to adapt and personalize technologies to the specific needs of their students, promoting more meaningful and inclusive learning. Furthermore, this method is closely linked to the need for the development of interdisciplinary competencies. Teachers must be able to combine technical, pedagogical, and disciplinary knowledge, integrating principles of computational thinking, universal design, and innovative teaching. Training teachers to “open the boxes” of technologies and fully exploit their potential also means fostering a culture of continuous learning, where digital skills evolve alongside innovations. In this context, the dialogue between media education and educational technology plays a crucial role. Both approaches, while starting from different perspectives, converge in the goal of preparing educators capable of navigating and managing the complexity of the contemporary technological ecosystem [30,31]. Only through this synergy will it be possible to build an educational system that integrates technologies harmoniously, transforming them from potentially useful tools to truly transformative resources for learning.

5. The Importance of Digital Skills

The European Parliament and Council Recommendation of 2006 [32] identifies digital competence as a key skill for lifelong learning, emphasizing the need to educate citizens who can use technologies in a critical, responsible, and creative manner. This competence extends beyond mere technological literacy to include a deep understanding of the potential and limitations of digital tools. Critical and responsible use of information technologies also entails the ability to analyze and discern, enabling individuals to distinguish reliable information from unverified sources—an increasingly essential skill in the era of data overload and misinformation. This approach closely aligns with the earlier ideas about the importance of the “open-the-box” method [3,8], understood in a computer science sense [33] even when dealing with complex issues such as artificial intelligence [34], which encourages an in-depth exploration of technologies to understand their functionality and adapt them to specific educational contexts. For example, teaching digital skills could involve the design of interdisciplinary learning activities that combine computational thinking with subjects such as mathematics, science, literature, and the arts. This fosters the integration of theory and practice, stimulating critical thinking and creativity through authentic, context-based tasks.

5.1. Inclusive Digital Competence: Empowering Education Through Assistive Technologies

Furthermore, the acquisition of digital skills must also account for the significance of assistive technologies, which expand access to learning for all students, including those with disabilities because, it is important to note, “citizens with disabilities use them to engage in democracy” [35]. Teaching students to use tools such as voice synthesizers (often free, such as Balabolka [36]), voice dictation (now included in major operating systems for mobile and fixed devices), screen readers, augmentative and alternative communication (i.e., AAC) apps [17], or specialized input devices not only promotes inclusion but also enriches the shared digital competence of all learners. Imagine, for example, Braille printers involving 3D printing to make geographical relief maps and other technologies for the acquisition of the surrounding context and for the vicariousness of the senses. These tools serve as gateways to equity, enabling students with disabilities to participate fully in educational activities and ensuring that no one is left behind in the pursuit of knowledge and skills. Teacher preparation thus becomes crucial in guiding students to develop these skills. It is not enough to simply be familiar with technological tools; educators must be able to integrate them thoughtfully into teaching and learning processes, using them to promote broader educational goals. This requires an understanding of not just how these tools work but also their pedagogical potential to address diverse learning needs. Incorporating assistive technologies into lesson plans involves designing inclusive activities that stimulate creativity, foster collaboration, and encourage critical thinking among all students.

5.2. The Rise of Collaborative Educational Platforms: Global Impact and Lessons Learned

For instance, a teacher (of all ages) might use collaborative platforms enhanced with accessibility features, ensuring that every student, regardless of ability, can contribute meaningfully to group projects. The global interest in collaborative educational platforms has been extensively studied, from an economic and social point of view, to understand the educational implication, and in particular, in the massive introduction of educational technology (EdTech sector) was not a choice of teachers or school leaders but strongly desired due to the economic context and the global situation. Consider the use of existing tools that have been adapted to the world of e-learning (e.g., Zoom, Microsoft Teams, Google Meet, Cisco Webex, GoTo Meeting) or dedicated platforms (for instance, Coursera, EdX, Codecademy). In brief, the global interest in collaborative educational platforms has been extensively studied. From the Italian perspective and that of many other countries where in-person meetings and face-to-face lessons are preferred, the widespread use of digital technologies in education emerged during the pandemic. Before this period, it was primarily companies and those studying educational technology who made significant use of these tools. A noteworthy fact that highlights this shift is that companies producing video conferencing platforms saw their revenue increase by nearly USD 142 billion [37], which is near to the GDP of Slovakia or Morocco, for context. What is important is that the pandemic forced individuals (both teachers and students) who had never used, or shown any interest in using, video call technologies and e-learning platforms to use them. This served as a “booster” for acquiring digital skills and adopting smart working practices. However, by 2025, it is reported that many companies and industries are returning to in-person operations. From another perspective, an Indian case study underscores the utility of these platforms, particularly since the pandemic, noting that their continued use demonstrates their effectiveness; had they been inefficient, their adoption would likely have ceased following the pandemic period [38].

5.3. The Growth of the Edtech Market: Trends, Investments, and Educational Impact

The global revenue of companies offering hardware and software solutions supporting education, reflecting a growth of 15.4% yearly, states that INDIRE, the National Institute for Research for Innovation in Italian Schools [37], and the famous university ranking company QS had already made huge predictions about this sector, stating that “Global EdTech market to reach $404B by 2025” [38]. INDIRE reported that around 40% of this market was attributed to the primary and secondary school segments, driven by the increasing adoption of digital tools to support teaching. The largest share of revenue came from hardware products (41% of the total), which dominated over software and content solutions. Geographically, North America was the leading market, accounting for 36% of the global revenue. In Europe, in 2023, the largest and most established markets were the United Kingdom, France, and Germany, although significant growth has been recorded in the Spanish and Italian markets in recent years. The majority of companies offered software solutions (75%) in the educational sector, with the largest target markets being schools (54%) and businesses (54%). Venture capital investments in the EdTech sector, following a boom in 2020–2021 coinciding with the pandemic [38], also reflect the sector’s growth. However, a lack of familiarity with these technologies leads to disparities in opportunities, emphasizing that proficiency in utilizing such platforms can significantly influence an individual’s access to the labor market. In broader terms, such practices exemplify how digital competence can be a transformative force in education, bridging gaps and creating pathways to success for a wide range of learners. By leveraging these technologies, educators can craft learning environments that reflect the realities of an increasingly interconnected and technologically advanced society.

5.4. K-12 Standards and the Role of Computer Science in Primary Education

A structured approach to teaching digital technologies begins in primary school, providing the foundation for the essential skills that will increasingly be necessary in a technology-driven world. The K-12 Computer Science Standards [39], proposed by the Computer Science Teachers Association (CSTA), primarily in the United States, offer detailed guidance for integrating computational thinking and programming concepts into school curricula, but their impact goes beyond mere digital literacy. These standards serve as a bridge between seemingly disparate disciplines, fostering interdisciplinarity and promoting the development of a problem-solving mindset. The integration of such standards is not limited to teaching students how to use technological tools but encourages them to become active and informed creators of technology. This objective closely aligns with the principles of educational technologies (set out as a real discipline in this text), which emphasize the importance of exploring both the potential and limitations of digital media. Through computational thinking, students learn to break down complex problems into manageable sub-problems, a skill that has applications across a wide range of fields, from mathematics to literature, from science to the arts. Furthermore, this approach contributes to the development of cognitive and metacognitive skills [40,41,42,43], such as logical reasoning, strategic planning, and the ability to learn from mistakes, all of which are fundamental for addressing problems in innovative and creative ways. These competencies intersect with the principles of assistive technologies, as teaching adaptability and technological flexibility helps students understand how technologies can be designed and utilized to meet the needs of diverse communities, including those facing barriers to learning access. Finally, the adoption of these standards lays the groundwork for an education system that not only develops technical skills but also promotes values such as inclusivity and collaboration. The combination of computational thinking, interdisciplinarity, and assistive technologies reflects a future-oriented educational model, in which students not only acquire knowledge but also learn to use technology as a tool to improve the world around them. This approach also aligns with the principles of UDL, making education an accessible and meaningful experience for all. To clarify, inclusion is achieved through the use of technologies that serve as a ‘universal language’ for students, particularly the younger generation, as well as through the application of assistive technologies, as clearly supported by the European Agency for Development in Special Needs Education [44].

6. A New Model for Technology Education

This section opens up a scenario for the better use of educational technologies from an educational perspective, suggesting the introduction of simplex didactics [45,46]. Based on the concept of simplexity, as defined by Alain Berthoz [47,48,49,50,51], professor emeritus of physiology at the Collège de France, this idea delves into the ways in which living organisms continuously interact with their environment to process information, ultimately transforming it into decisions and behaviors. In the context of education, the teaching–learning process fundamentally relies on decisions, behaviors, and activities, where educators and students must navigate and manage the inherent complexity of educational systems and contexts. Berthoz’s understanding of decisions and behaviors encompasses not only basic everyday actions, such as grasping a moving object or walking, but also higher-order intellectual processes like composing a musical piece, crafting an advertising slogan, or writing a story. These activities, as noted by Lev Vygotsky [52], represent the pinnacle of intellectual engagement and creativity. Such complex tasks require solutions that strike a balance between simplexity and sophistication. Approaches that are overly simplistic fail to capture the nuances of these processes, while excessively elaborate strategies hinder the efficiency of neural operations, rendering them energetically costly. According to Berthoz, the key lies in employing strategic deviations from conventional logic—solutions that reorganize the complexities of the world and natural processes with originality, elegance, and creativity.

6.1. ICT in Education: Simplexity, Media Educators, and Inclusive Learning

Turning now to the specific subject of ICT in education, by combining the competencies of media educators with the teaching approaches outlined in international standards, an educational model emerges that not only integrates principles of simplexity and complexity (simplex properties) but also embraces an interdisciplinary and inclusive vision. The six properties of a simple system, and thus also of a well-conducted teaching-learning process, are modularity, speed, reliability, flexibility, memory, and generalization. They actually produce the six general principles of simplexity: inhibition, selection, anticipation, deviation, cooperation, and meaning—constituting the foundation of edutainment [44,45,46]. Each individual property and principle should be explicitly outlined; however, in this brief discussion, our primary aim is to prompt the reader to reflect on these key terms, the meanings of which are already somewhat familiar (e.g., one likely understands what it means to generalize a concept). It is worth emphasizing at this stage how an educator employing technology might conceptualize the application of these ideas. For instance, to explain the Internet, one might draw an analogy with highway or water distribution networks, making it relatively straightforward to illustrate concepts such as traffic or bottlenecks in the context of an Internet network [3]. Digital educators, or media educators, play a critical role in incorporating technologies into the learning process, helping students to not only become consumers of media but also informed producers and critical thinkers. Their preparation, which integrates both technical and pedagogical knowledge, is essential for transforming digital technologies into functional and powerful tools for teaching, promoting meaningful and personalized learning experiences. This approach is based on a dynamic view of education, where simplexity refers to the ability to use technologies to solve problems in a straightforward and accessible manner, while complexity arises when these technologies are adapted to address more intricate educational challenges, such as personalizing learning for different cognitive styles, integrating diverse disciplines, and creating innovative content [3].

6.2. Simplexity and Assistive Technologies: Bridging Inclusion and Digital Learning

The principle of simplex properties, applied to teaching technologies, suggests that digital tools should be designed to allow for an easy initial use, with the possibility of exploring, learning, and developing more advanced skills through progressive and contextualized usage. In this context, inclusivity plays a pivotal role, particularly with the adoption of assistive technologies. The integration of assistive technologies enables expanded access to learning for students with disabilities, ensuring that the “simplexity” of technology use does not become an obstacle but rather a bridge to a more equitable and universal education. Assistive technologies, such as screen readers or reading support devices, not only facilitate access to information but also provide personalized solutions that allow each student to fully express their potential. This enables the design of targeted educational activities that not only adapt to various levels of competence but also encourage student autonomy and creativity. Furthermore, the educational model that emerges from the combination of media educators’ competencies and assistive technologies is closely interconnected with teacher preparation and the adaptation of learning environments [3]. A methodological approach that integrates these elements allows for the development of learning activities focused not only on the transmission of knowledge but also on the collaborative construction of knowledge. Technologies, once simple tools, become vehicles of interaction between students, content, and teachers, facilitating collaborative communication and fostering the development of critical and creative competencies. This integrated approach transforms digital technologies into dynamic and interactive tools that meet the needs of inclusive and personalized teaching, placing the learner and their individual growth journey at the center of the educational process [3].

7. Benefits and Challenges of Artificial Intelligence in Education

The topic of artificial intelligence in education is vast and multifaceted, making it impossible to comprehensively address within a few lines. Only a few years ago, the notion of advanced generative systems—now transforming education—seemed improbable. Consequently, media education and, more specifically, the role of the media educator, were often associated with science fiction and concerns about the implications of future technologies. While the potential of AI was acknowledged, few anticipated the levels of effectiveness and societal integration achieved today. Many developments we now take for granted were once deemed unattainable, yet rapid advancements have blurred the boundaries between speculative fiction and technological reality. The emergence of text-generating AI poses challenges across disciplines, such as plagiarism, academic dishonesty, and reliance on machines for intellectual tasks. However, to contextualize these issues, it is vital to revisit foundational debates in AI. Russell and Norvig’s seminal work highlighted definitions like “Thinking Humanly” and “Thinking Rationally”, which aimed to model human cognition, alongside “Acting Humanly” and “Acting Rationally”, focusing on practical problem-solving [53]. While progress in machine learning and natural language processing has realized aspects of these frameworks, modern AI increasingly prioritizes transparency and domain-specific performance over human-like imitation. This evolution challenges traditional benchmarks like the Turing test [54], which evaluates machine intelligence based on whether a human interrogator can distinguish between human and machine responses. Though conceptually significant, the test reflects a narrower view of intelligence compared to contemporary applications that prioritize efficiency, scalability, and explainability. For example, AI-generated content on social media often raises doubts about authenticity, highlighting the critical role of media educators in fostering digital literacy. Beyond source verification, educators must equip learners with skills to navigate algorithmic biases, evaluate AI-generated content, and critically engage with technologies shaping their environment. Ethical challenges extend beyond academic misconduct. Issues like data privacy, algorithmic bias, and surveillance demand urgent attention, particularly as AI becomes more pervasive in education. While the rapid pace of innovation complicates predictions, integrating multidisciplinary approaches—spanning technology, philosophy, and sociology—can help address these concerns and ensure responsible implementation. In summary, the interplay between AI and education offers immense potential but also raises significant ethical and practical questions. Addressing these requires not only technological advancements but also critical reflection, media education, and continuous evaluation of AI’s evolving impact on society.

8. Enhancing Learning Through Digital Tools

The integration of digital technologies into education represents not merely the introduction of new tools but a profound shift in the processes of learning and teaching, requiring a concerted global effort. This effort must focus on developing teachers who are not only proficient in using digital tools but also understand the pedagogical opportunities these technologies provide. Educators must be prepared to adopt innovative pedagogical approaches that go beyond superficial integration of technology, aiming instead to transform the educational experience into one that is more interactive, inclusive, and personalized [3]. In this context, adopting an interdisciplinary approach becomes essential. Digital technologies offer the possibility of connecting various domains of knowledge, fostering teaching that encourages collaboration between disciplines, the resolution of complex problems, and critical thinking. The introduction of computational thinking, for example, extends beyond programming and can be applied across multiple fields to develop the ability to analyze and solve problems in a structured way. This approach can stimulate students’ creativity, allowing them to use technology as a tool for expressing and exploring new concepts, while simultaneously promoting a deeper understanding of technological and social challenges [55,56]; in this regard, one should also think about very current issues such as blockchain [57], digital citizenship and digital personal identification documents, digital identities, and other very sensitive aspects in the lives of citizens today and even more so tomorrow. A central aspect of this process is also related to the role of assistive technologies, which not only promote the inclusion of students with disabilities but also enrich the learning experience for all [3]. The use of assistive technologies [57,58,59,60,61,62] allows each student to have a personalized educational path tailored to their needs, improving access to learning in a more equitable and inclusive manner [63]. For instance, the ability to use software that supports reading, writing, or communication opens new horizons for students with learning difficulties, enabling them to fully participate in school life and express their potential [64]. Thus, assistive technologies are a fundamental key to breaking down barriers and achieving truly inclusive education. Moreover, the integration of digital technologies requires continuous updates to educational practices, which cannot be limited to the mere adoption of new applications.

9. Conclusions

The rapid evolution of technology means that teachers must be able to evolve alongside it, experimenting with new teaching methodologies and adapting their approach to the characteristics of the digital generation growing up in an increasingly connected world [3]. Continuous professional development becomes crucial, not only in terms of learning how to use new technologies but also in terms of developing a critical reflection on their impact on learning, skill development, and preparing students for future challenges. Only through this collective effort—engaging institutions, educators, students, and families—will it be possible to fully harness the transformative potential of digital technologies, creating an educational system capable not only of preparing future generations for a constantly evolving world but also of being a driver of change and innovation. Education that effectively integrates technology not only prepares students to enter the workforce but also equips them with the skills needed to approach the challenges of the digital society in a critical, creative, and responsible way.

9.1. Balancing Technology, Pedagogy, and Ethical Concerns in Education

What does this study suggest? The future implications are multifaceted, with key considerations including the necessity to prevent excessive use of digital screens among the youngest age groups. It is equally important to ensure that traditional games are not neglected and that technologies, when employed, are integrated within a pedagogical framework [2]. Regarding artificial intelligence, it is crucial to avoid its use in completing assignments intended for students, as such tasks are designed to foster the acquisition of knowledge and skills. Lastly, it is imperative that technological processes are guided by educational objectives rather than being driven by commercial imperatives. Today more than ever before, it is worth noting that not all researchers concur that digital tools consistently enhance the learning process; on the contrary, they may occasionally introduce additional and unnecessary complexity [65,66,67,68,69]. The discussion in the paragraphs above has not yet sufficiently emphasized the following concept: the extensive adoption of educational technology is often driven primarily by economic and global pressures rather than deliberate decisions by educators or institutional leaders, an issue that was already open last decade [65]. While this perspective emphasizes the utility of existing tools repurposed for e-learning, it largely neglects the broader ethical concerns tied to integrating large-scale corporate solutions into public education systems.

9.2. Foster Critical Thinking on Educational Technologies to Ensure That Educators Make Informed and Selective Use of ICT Tools Rather than Indiscriminately Adopting Market-Driven Solutions

Specialists such as Selwyn and Williamson [65,66,67,68] have critically examined these issues, exposing significant ethical and ideological challenges associated with educational technology. Selwyn’s work argues that digital technologies, often seen as neutral tools, align with neoliberal values, commodifying education and shifting it from a public good to an individualistic, market-driven enterprise [65]. Williamson and colleagues [66] explore the policy mobilities that have enabled the transnational adoption of educational technology, highlighting how alliances among governments, corporations, and other stakeholders accelerate the integration of these technologies, often without adequate consideration of their societal consequences. Furthermore, the rapid expansion of educational technology during the COVID-19 pandemic has sparked a “techlash” (i.e., “a strong negative feeling among a group of people in reaction to modern technology and the behavior of big technology companies” [69]), emphasizing the need to scrutinize the role of data surveillance, student profiling, and the privatization of public education [67,68].

A balanced approach to educational technology is therefore essential. While recognizing its affordances, it is equally important to address the ethical concerns associated with data privacy, surveillance mechanisms, and the broader implications of corporatizing education. Without such critical engagement, the discussion risks perpetuating overly optimistic narratives that fail to grapple with the deeper consequences of integrating corporate-driven technologies into educational systems.