Educational Innovations and Technology
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Abstract
Abstract
The article analyzed the collaborative production of knowledge in digital environments and its epistemological and pedagogical challenges in contemporary education. Methodologically, it was developed under a documentary-bibliographic approach, based on the review, analysis, and interpretation of theoretical sources related to collaborative knowledge, digital education, and current pedagogical transformations. In the argumentative development, it addressed how digital technologies modified traditional ways of constructing, sharing, and validating knowledge by allowing more open, interactive, and collective participation among teachers, students, and academic communities. Likewise, the epistemological challenges linked to authorship, information reliability, knowledge validity, and its circulation in virtual spaces were examined. From the pedagogical perspective, the need to rethink the role of teachers, teaching methodologies, and forms of assessment in educational scenarios increasingly mediated by technology was reflected upon. It was concluded that the collaborative production of knowledge in digital environments represented an opportunity to strengthen educational processes, provided that it was assumed from a critical, ethical, and pedagogically oriented perspective.
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@article{Cano2026Producci,
title = {Producción Colaborativa del Conocimiento en Entornos Digitales y sus Desafíos Epistemológicos y Pedagógicos en la Educación Contemporánea},
author = {Reyneira Dominguez Cano},
journal = {Ibero Ciencias - Revista Científica y Académica - ISSN 3072-7197},
year = {2026},
doi = {10.63371/ic.v5.n2.a1262},
url = {https://doi.org/10.63371/ic.v5.n2.a1262}
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