Flávio Ferreira
A PhD student in Education and holder of a Master’s degree in Digital Transformation in Teaching and Learning (ISCTE), he has a consolidated career at the intersection of Educational Sciences and Information and Communication Technologies (ICT). With over two decades of experience in educational and training contexts both in the Azores and at a national level, his professional trajectory combines teaching practice in public and vocational schools with strategic management support within the Regional Public Administration.
Specialized in Adult Education and Pedagogical Supervision, he has coordinated projects with high social impact, such as the Regional School Computerization Program (PRIE) and the development of online distance learning systems during the pandemic. His academic background, built at institutions such as Universidade Aberta and the Polytechnic of Porto, reflects an integrated vision of pedagogical and technological innovation.
His current research interests focus on Educational Policies, Teacher Professionalism, and Digital Technologies in Teaching and Learning. By intersecting these fields, he studies digital transformation processes and professional development, seeking to contribute to the modernization of learning ecosystems and the effectiveness of educational policies and digital literacy.
Áreas de interesse académico e científico Areas of academic and scientific interest
- Educational Policies
- Teacher Professionalism
- Digital Technologies in Teaching and Learning
Abstract
Research on the integration of digital technologies in education is critically important in today's post-digital landscape. However, existing literature tends to focus predominantly on the instrumental effectiveness of tools or on short time frames. This study stands out for offering a longitudinal analysis (1993-2023) in a little-explored context: the educational ecosystem of the Autonomous Region of the Azores. The scientific relevance of this research is based on three fundamental pillars.
First, it fills a gap in the national literature by examining how public education policies, often designed centrally, are reinterpreted and appropriated in a context of insularity and administrative autonomy. Understanding these dynamics is essential to avoid the mere uncritical transposition of centralist models.
Second, by placing teacher identity as a mediator between policy and practice, the study goes beyond a technocentric view, illuminating the human dimension of educational change. Understanding how teachers reconfigure their professional identity in the face of technological pressure is crucial for designing more effective and empathetic models of continuing education.
Finally, the synthesis of 30 years of evidence allows us to identify historical patterns of resistance and innovation, offering policymakers and school executive boards informed insights for defining future digitization strategies that are pedagogically sustainable and culturally situated.