Digital learning and the will to learn

a critical dialogue between tradition and conteporary pedagogy

Abstract

This study critically examines the relationships between the education of the will, contemporary pedagogical approaches, and the growing incorporation of Information and Communication Technologies (ICT) into educational processes. It is a qualitative, bibliographic, and analytical-interpretative study grounded in references from philosophy of education, cognitive psychology, neuroscience, and educational technology literature. The analysis shows that, although contemporary authors attribute to ICT the potential to foster active, collaborative, and personalized learning, the development of dispositions such as sustained attention, perseverance, and self-control receives less emphasis in this debate. The study concludes that linking the tradition of education of the will with discussions on digital technologies may broaden the understanding of the cognitive and anthropological conditions required for learning and contribute to a more critical integration of ICT in school contexts.