Projeto PRR

Sumário

The challenges of digital transition are present in various areas of society, resulting in constant changes in policies and educational environments, directly affecting opportunities for participation and processes of social inclusion and exclusion. These effects are evidenced by the significant increase in the quantity and diversity of available digital information and technologies, the intensification of competition in research and development, the growing need for education and knowledge updating, the demand for new skills, and the ability to deal with unpredictability. Furthermore, there is a lack of answers and a void of policies, regulations and ethical guidelines to deal with the rapid changes. All these factors contribute to digital exclusion, either due to lack of access to digital technologies or lack of skills for their critical and informed use.This whole scenario poses some challenges for the articulated processes of teaching, learning and research, which will serve as a focus of particular interest for the work to be carried out to reinforce the work that CIIE has been doing in digital education and transformation. One aspect to consider is the need to rethink the quality of teaching and learning processes at various levels of education in light of technological developments and emerging technologies. This includes reconsidering where, how, and why learning takes place in a world that, according to the most recent UNESCO´s report about the future of education, is deeply affected by concerns about environmental issues, the proliferation of artificial intelligence and digital technologies, and the decline of democratic governance. For instance, another aspect to consider is the need to invest in producing knowledge and socio-educational interventions that inform policies in digital education. Recent studies from the European Commission indicate that both top-down and bottom-up initiatives can bring about changes in education through digital technologies. However, policies need to be responsive to the implementation context, and research in this area should begin with an in-depth analysis to ensure that digital education policies are more sustainable and integrated into an overarching strategy.This tenure will reinforce this research field and contribute to further developing high-quality educational programs for teachers, researchers, and other professionals in the education sectors. The position entails conducting research, teaching, and outreach activities in various social and educational settings, including schools and non-formal educational environments.Candidates should hold a doctoral degree in Educational Sciences, with experience in researching topics related to digital education and transformation through both fundamental and applied research across diverse educational contexts. Consequently, it is expected that candidates demonstrate a high level of academic proficiency in conducting research, as well as experience in effectively disseminating the knowledge generated.