THE USE OF DIGITAL TECHNOLOGIES IN THE TEACHING-LEARNING PROCESS IN THE EDUCATION OF YOUNG PEOPLE, ADULTS, AND THE ELDERLY

Abstract

This study analyzes the incorporation of digital technologies in the teaching-learning process of Youth, Adult and Elderly Education (EJAI), considering challenges, possibilities and contributions to the promotion of inclusive educational practices. This is an integrative literature review, with a qualitative approach and exploratory-descriptive nature, carried out in January 2026. The searches were conducted in the databases Scientific Electronic Library Online (SciELO), CAPES Periodicals Portal, Education Resources Information Center (ERIC) and ScienceDirect, in addition to institutional repositories and educational legislation, using descriptors in Portuguese and English related to Youth and Adult Education, Youth, Adult and Elderly Education, digital technologies, teaching-learning and digital inclusion, applying the Borlean operators AND and OR. As inclusion criteria, studies available in full, published between 2020 and 2025 that directly addressed the use of digital technologies in EJAI were considered. Duplicate studies, narrative reviews, abstracts, opinion articles, and productions that did not have a direct relationship with the objective of the study were excluded. The results show that the pedagogical use of digital technologies, when articulated with teacher mediation and digital literacy, favors the expansion of access, the flexibility of training processes, and the strengthening of the autonomy of young people, adults, and the elderly. However, challenges related to inequalities in access, technological infrastructure, and teacher training for the critical and contextualized use of these tools persist. It is concluded that the consolidation of EJAI (Youth and Adult Education) requires the articulation between public policies, pedagogical practices, and digital inclusion strategies, ensuring the right to lifelong education and the implementation of socially referenced teaching-learning processes.