UBIQUITOUS AND LIFELONG LEARNING: A LATIN AMERICAN EXPERIENCE

This research aims to offer a theoretical approach, arising from an intervention with online postdoctoral students, that addresses ubiquitous learning and interdisciplinary collaboration in education.This research aims to identify and subsequently develop digital competencies that enable teachers to innovate in educational practices and adapt to technological changes in this digital age.The methodology is qualitative, based on a systematic review of the literature in repositories, as well as ethnography to identify the level of competencies related to the use of Generative Artificial Intelligence.The sample consists of Latin American teachers pursuing virtual and long-distance postdoctoral programs as part of ubiquitous and lifelong learning.Privacy, misinformation, and mental health are indicators that emerged in response to the disadvantages of technological use and appropriation, particularly in socio-digital networks.The results indicate that teachers have adopted technological tools that support flexible learning.The promotion of a culture of lifelong learning is highlighted as part of a positive impact on teachers, researchers, students, and educational institutions in their transformative role; however, they are lagging behind in the incorporation of new information technologies into everyday life.