Learner Engineering in the Context of Digitalization: A Sociological-Educational Approach to Pedagogical Transformations

Abstract

This study examines learner engineering in the context of digitalization from a sociological and educational perspective, with the aim of analyzing the pedagogical transformations generated by the digital revolution and their implications for the educational system. It begins by examining the broader context of digital transformations, with particular emphasis on the role of artificial intelligence, distance education, and digital platforms in reshaping learning environments and modes of knowledge production. It also investigates the impact of digitalization on educational institutions, particularly schools and universities, by highlighting changes in the roles of both teachers and learners and the transition toward an educational model based on interaction, self-directed learning, and the development of digital competencies. The study further discusses the concept of educational engineering as an approach to designing the educational process and integrating digital technologies in ways that enhance the quality and effectiveness of learning. Within a sociological-educational framework, it analyzes the nature of social interactions within digital learning environments and the resulting transformations in communication patterns and pedagogical relationships. It concludes that digitalization represents a significant opportunity to develop pedagogical practices and improve educational outcomes. At the same time, however, it raises challenges related to the digital divide, the qualification of human resources, and the need to ensure the responsible and effective use of modern technologies. Addressing these challenges requires a reconsideration of educational policies to ensure their alignment with the requirements of the digital society.