The reconfiguration of teaching practices in the digital age: challenges and possibilities of e-learning in contemporary education

Abstract

The advancement of digital technologies has led to a profound reconfiguration of teaching practices, particularly within the context of education mediated by e-learning. This article investigates how pedagogical practices have been transformed in the digital age, exploring both the challenges and the possibilities that arise from this scenario. This theoretical study is grounded in an integrative review of recent literature, focusing on formative dynamics, hybrid teaching models, and strategies mediated by virtual learning environments. The findings reveal that teachers are increasingly adopting the role of mediators, knowledge facilitators, and promoters of personalized and collaborative learning processes. However, significant challenges persist, such as the need for investment in infrastructure, ongoing professional development, and the design of pedagogical methodologies aligned with digital demands. The study concludes that although the path toward educational transformation is irreversible, its effectiveness depends on strategic planning, strong institutional policies, and the active engagement of education professionals. This scenario not only redefines the teacher’s role but also expands the possibilities for constructing more meaningful, dynamic, and contextually relevant learning experiences in today's sociotechnological landscape.