Abstract:

Digital technologies have been shaping our lives, including the way people communicate and interact, thus playing a fundamental role in education. But which impacts can be perceived of digital development on education, namely on learning practices? To address this question, inspiring our research, we designed a case study and conducted a systematic review using the Meta-model to Analyze and Explore Scientific Knowledge® (MAECC®). The Scientific Repository of Open Access of Portugal (RCAAP) was selected to define our corpus, restricted to the year 2024. The analysis of the 34 documents metadata evidences an unbalanced triad, due to an almost evenly prevalence of its learning and digital elements, contrasting with an underrepresentation of the impact element. Further analyzing the documents, we conclude that even though a positive impact of digital ecologies is recognized on learning, it still needs clarification. So, we suggest that future studies should consider long-term research designs.

Keywords:

Digital Education, Digital Technologies, Academic dissemination, MAECC® method, Knowledge mapping.