Educommunication ecosystems

emancipatory social practice at the intersection of education, communication and Technologies

Abstract

The research is developed through a systematic theoretical analysis focused on the foundational principles that define educommunication as an emerging interdisciplinary field. The study explores its formation through converging pedagogical practices, communicational processes, and technological mediation within learning environments. Findings indicate that articulating these three axes—education, communication, and technology—reshapes educational dynamics by shifting from transmissive models to collaborative approaches. In this context, contemporary technological tools transcend their auxiliary role to become structuring elements of dialogical interactions. The educational setting is thus reinterpreted as a space for collective knowledge construction, where teachers and students engage as co-participants, overcoming rigid hierarchies and embracing diverse perspectives in the negotiation of meaning. When guided by ethical and critical principles, technological mediation enhances the development of educommunicative ecosystems characterized by creativity, reflection, and transformative action. Aligned with the understanding of education as an inclusive and emancipatory social process, educommunication emerges as a strategic approach for strengthening democratic participation, enabling a reconfiguration of power relations, and expanding collective agency in both media and educational contexts.