CREATIVE LEARNING AND THE ROLE OF DIGITAL TECHNOLOGIES IN KNOWLEDGE CONSTRUCTION

Abstract

This article analyzes the role of creative learning, articulated with digital technologies, in the process of knowledge construction in the academic field. It starts from the premise that the transformations arising from digital culture demand the overcoming of traditional pedagogical practices, especially in higher education, in favor of approaches that value authorship, creativity, and the active participation of students. Methodologically, this is a qualitative research, of a bibliographic nature and theoretical-reflective character, based on classic and contemporary authors in the field of Education and Educational Technologies. The theoretical analysis showed that creative learning, when critically and intentionally integrated with digital technologies, enhances more collaborative, reflective, and meaningful pedagogical practices, favoring the intellectual autonomy and critical formation of university students. It concludes that creative learning constitutes a relevant pedagogical orientation for the production of academic knowledge, while also highlighting the need for further empirical studies that investigate its application in specific university contexts.