DIGITAL RESOURCES AND EDUCATIONAL CHANGE BASED ON A POSITIVE REFLECTION ON THEIR IMPACT IN THE SCHOOL

Abstract

This research addresses the role of digital resources in the educational change process from a reflective and positive perspective, highlighting their impact on the transformation of pedagogical practices and school culture. The study arises from the need to understand education as a dynamic system that, in the face of technological expansion, must reinvent itself without losing its humanistic essence. From a methodological standpoint, it was developed under a theoretical–reflective qualitative approach, supported by a critical review of current academic literature on digital education, pedagogical innovation, and technological ethics. The findings show that the integration of information and communication technologies serves as a means to foster critical thinking, learning autonomy, and educational equity, recognizing that the success of this process depends on continuous teacher training and the strengthening of professional communities that promote the pedagogical and ethical use of technology. The conclusions emphasize the importance of conceiving digital resources as cognitive mediators that enable new forms of interaction and collective knowledge construction. Likewise, it is argued that true educational change will be possible to the extent that technology is placed at the service of pedagogy, prioritizing human values, inclusion, and meaningful learning.