Active digital literacy: an approach tolearning in Basic Education

Abstract

This research addresses the problem of insufficient active digital literacy. In addition, some teachers lack pedagogical strategies to adequately integrate ICT into teaching and learning processes, limiting the construction of meaningful experiences. The objective was to analyze active digital literacy as an approach that promotes meaningful learning through the design and application of collaborative, interactive, and student-centered strategies. A mixed-method approach was used, with an explanatory and descriptive design, employing deductive-inductive, logical, and statistical methods, as well as surveys and interviews. The combination of these methods favored the comprehensive analytical process, linking reasoning from the general to the particular, to arrive at broader and more informed conclusions. The results showed a low level of active digital literacy, limited by poor technological access and instrumental use of devices. Teachers recognize the importance of digital skills in the classroom but face infrastructure constraints. Gradual and collaborative strategies are proposed to promote the progressive development of meaningful digital skills. It is concluded that implementing collaborative, sequenced, didactic, and progressive activities can enrich comprehensive learning and promote more competent and critical students in digital environments.