The use of technology to promote autonomous learning of high school level students. Contextualization of the problem

Abstract

Autonomous learning is essential for the comprehensive education of upper secondary students, fostering self-directed and critical education. Digital technologies, such as LMS platforms, educational applications, and online resources (interactive videos, forums, and simulations), provide tools to personalize and make learning more flexible, enabling students to take greater control of their educational process. This work analyzes, from a phenomenological perspective, the pedagogical strategies used by a group of upper secondary education students aiming to achieve goals linked to flipped learning, project-based learning, and the use of open resources like MOOCs. These approaches were aimed at developing key skills such as time management, decision-making, and critical information evaluation. However, their implementation highlights the challenges and opportunities of integrating technology into the classroom, emphasizing the need for digital competencies among teachers and students.

The main conclusions and findings reveal that when technology is used appropriately, it not only promotes learning autonomy but also prepares students to face future academic and professional challenges.