CHALLENGES OF EDUCATION FOR ACADEMIC READING AND WRITING PRACTICES IN THE DIGITAL AGE THAT IS TRANSFORMING LEARNING

Abstract

In a world where digital immediacy, information fragmentation, and constant distraction set the pace, the educational challenge is to ensure that reading and writing in the classroom retain their depth and critical meaning. The digital age has not only transformed language, it has also opened the door to the possibility of reinventing reading and writing processes from the relevant and contextualized perspective of educational actors, in order to generate changes in line with current needs. Therefore, the purpose of this research is to analyze the main challenges facing education in relation to reading and writing practices, based on the impact of the digital age. An essay-type methodology was developed through a documentary review of the phenomenon in question, revealing that motivation and access to information generate risks of superficiality and inequality in reading and writing practices. The need to train teachers with digital skills that integrate technology without neglecting oral argumentation and academic writing was identified, likewise, the importance of monitoring and directing teaching and learning spaces linked to or developed through ICT was evident, since without conscious and careful guidance from teachers on why, for what purpose, and how these strategies are developed, the expected pedagogical focus is lost.