O uso das tecnologias digitais no ensino superior: desafios e possibilidades para a prática docente

This article analyzes the use of digital technologies in higher education, discussing the main challenges and possibilities for teaching practice. The research was conducted through a qualitative literature review, covering works published between 2014 and 2024 in national and international scientific databases. Books, articles, and dissertations addressing the relationship between university teaching, pedagogical innovation, and the integration of digital technologies were selected. The results show that the use of digital resources, when combined with active methodologies, enhances student autonomy, fosters collaborative learning, and expands interaction possibilities. Practices such as flipped classrooms, project-based learning, and blended teaching stand out as promising strategies for meaningful and critical student education. However, the review also revealed important obstacles, such as gaps in teacher training, technological infrastructure limitations, inequalities in access to digital tools, and cultural resistance to methodological changes. In addition, the study identified a scarcity of longitudinal research and critical analyses on the impacts of artificial intelligence and personalized learning in higher education, highlighting the need for new studies that consider the ethical and social dimensions of education digitalization. It is concluded that digital technologies, although not an immediate solution to the challenges of teaching, represent opportunities for transformation when supported by consistent institutional policies, teacher training programs, and infrastructure investments. Thus, this study contributes to strengthening the academic debate on contemporary university teaching and emphasizes the importance of a critical and conscious integration of digital resources for building inclusive, innovative, and socially committed higher education.