The Concept of Digital Education

A Systematic Review

Abstract

This study’s objective is to analyze the conceptions of the meanings given to this concept in academic publications published in Brazilian scientific journals, with the purpose of gathering evidence that systematizes how this concept has been constructed, appropriated, and mobilized. To this end, the methodology adopted is characterized by a systematic review in light of the PRISMA model updated in 2020 with adaptations for the qualitative study in question. Based on inclusion and exclusion criteria, 15 articles were identified that contributed definitions of the meaning of digital education systematized into four conceptual categories. As a result, the study identified digital education as an ongoing process that involves the development of skills and the training of both teachers and students, articulating practices of pedagogical innovation and technological integration in educational environments. In this context, the promotion of collaborative learning, interactivity, and networking stand out, combined with critical practice aimed at inclusion, the autonomy of subjects, and the full exercise of citizenship.