Public Policies and the Sustainability of Digital Education in Brazil

Public policies and the sustainability of digital education are vital due to technology’s role in teaching, learning, and interaction. This study examines the relationship between Brazil’s National Education Plan (NEP 2014–2024) and sustainable digital education. Using a critical descriptive methodology, it conducts a systematic integrative literature review. Content analysis (Bardin) of CAPES Journal Portal data explores how the NEP supports or hinders sustainable digital education in Brazil. Findings show alignment with the 2030 Agenda (SDG 4), emphasizing socio-environmental sustainability and goals like universal connectivity (Strategy 7.15). However, a gap between theory and practice emerges, with sustainability often overlooked in higher education assessments. Additionally, the digital sphere’s algorithmic individualization may hinder the rational debate needed for sustainability. The study concludes that sustainable digital education demands stable funding, resilient infrastructure, ethical regulation, and policies prioritizing inclusion and innovation to enable technology’s role in social transformation.