About the congress

The expansion of the use of digital technologies has definitely changed the way we connect, communicate and relate among ourselves; the world of work and economic activities; the management of public services; the way to access and the possibilities of analyzing countless sources of information and databases and also; ways of knowing problems, of elaborating hypotheses and of validating them across the different disciplinary fields. Hence, the construction of digital knowledge linked to communication with others, analytical and critical views on media productions and the incorporation of ICT in the processes of knowledge construction in the classroom -presential or virtual- constitute unprecedented challenges for education and training.

The indicators of expansion of the digital society are impressive. By the end of 2018, more than half of the world's population (51.2%) used the internet. The number of cell phone subscriptions is currently higher than the world population and the growth rate of subscriptions increased from 4% in 2007 to 69.3% in 2018. 76.4% of the world population has a cell phone. Mobile broadband has become one of the defining characteristics of the digital society, which has allowed access to the internet through 3G or higher quality technology. In 2018, almost 60% of households have access to broadband internet through a computer, while this percentage did not reach 20% in 2005.1 However, these figures conceal wide geographic gaps between and within countries and between social groups, which translates, among other things, into a great disparity in the uses of digital technologies (from passive and consumerist positions to active and creative positions).

Some of the questions that are posed to education and training are the following:

What digital knowledge to transmit in each educational level, in non-formal and informal education?

How to contribute to the construction of reliability and credibility criteria in the digital society? How to contribute to the development of safe digital experiences by children and adolescents?

How to educate the look before the media productions?

What digital devices should be promoted in order to fight against school inequality?

What changes in the teaching of school disciplines brings the digital revolution?

What transformations in teaching practices and teacher training in order to favor the complex uses of ICT?

How to contribute to the reduction of digital gaps, be they social, gender, territorial, between public and private education, etc.?

What policies for incorporating ICT into education and training have been developed in the countries? What resources were invested? How have they been evaluated?


[1] ITU (International Telecommunication Union), Measuring the Information Society report, 2018. Disponible en: View report


Virtual modality

From June 6 to 9, 2022


View Schedule

Coordinator: Camila Cosse

Email: support@amse2020.org