ACTIVE METHODOLOGIES AND EDUCATION 4.0: PEDAGOGICAL INNOVATION IN DIGITAL CULTURE

Abstract

The technological and social transformations of recent decades have brought about profound changes in educational processes, requiring a review of historically consolidated pedagogical practices. In this context, the emergence of so-called Education 4.0, related to the transformations of the Fourth Industrial Revolution and the growing presence of digital technologies in daily life, imposes new challenges on educational institutions and education professionals. The traditional teaching model, centered on the transmission of content and student passivity, is proving increasingly inadequate to the demands of a society marked by connectivity, the speed of information, and the complexity of contemporary problems. Faced with this scenario, active methodologies emerge as pedagogical proposals that seek to promote student protagonism, intellectual autonomy, and meaningful learning through the problematization of reality, collaborative work, and teacher mediation. This chapter aims to discuss the theoretical foundations of active methodologies and their relationship with the principles of Education 4.0, analyzing their implications for pedagogical practices in digital culture. To this end, it initially presents a historical contextualization of educational transformations, addressing the relationships between education, technology, and society. Next, it discusses the conceptual foundations of active methodologies and their basis in contemporary learning theories. Subsequently, it analyzes the relationship between Education 4.0, the VUCA world, and pedagogical innovation. Finally, it discusses the role of the teacher and the challenges of implementing these methodologies in contemporary educational contexts.