TEACHING ACTION IN THE TEACHING OF THE SPANISH LANGUAGE IN THE DIGITAL AGE.

Abstract

Teaching in the digital age represents a profound transformation of the educator's role, requiring them to adapt to new technological and pedagogical environments to respond to the demands of an interconnected society. In this context, teachers cease to be transmitters of content and become critical mediators who guide the development of communicative, digital, and ethical competencies in their students. The Spanish language, traditionally taught from normative and literary perspectives, is expanding into virtual spaces where language is constantly constructed and negotiated, such as social networks, blogs, forums, and educational platforms. This expansion demands active, collaborative, and multimodal methodologies that integrate digital resources, promote textual production in diverse formats, and foster critical thinking in the face of contemporary discourses. Based on the above, the main objective of this article, structured as an essay, is to conduct a bibliographic review of teaching in the digital age. This process leads to the conclusion that the use of tools such as gamification, artificial intelligence, and virtual learning environments allows for personalized teaching, stimulates creativity, and strengthens student autonomy. Based on the above, this article, which will be written using essay methodology, aims to create a reflective space on the role of teachers today, a time when an open attitude toward technological advances is required.