EVOLUTION OF PEDAGOGICAL THEORIES IN TEACHING THE DIGITAL GENERATION AND THE “DIGITAL LEARNING PEDAGOGY” MODEL

Abstract

The rapid development of digital technologies has fundamentally transformed modern education, giving rise to a new generation of learners commonly referred to as the digital generation. These learners demonstrate distinct cognitive, motivational, and communicative characteristics shaped by constant interaction with digital devices, online platforms, and multimedia environments. Traditional pedagogical theories, which were developed in pre-digital contexts, often fail to fully address the learning needs of this generation.

This article examines the historical evolution of pedagogical theories—behaviorism, cognitivism, constructivism, and connectivism, and analyzes their relevance in teaching digital learners. Particular attention is paid to the limitations of classical approaches within technology-rich educational environments. The study identifies key indicators of digital learners, including learning preferences, information processing styles, motivation patterns, and communication behaviors.

Based on a comprehensive theoretical analysis and empirical observations, the article proposes a new conceptual framework titled “Digital Learning Pedagogy”. This model integrates modern educational goals, principles, teaching methods, digital tools, and assessment strategies tailored to the demands of the digital era. The findings suggest that the proposed model enhances learner engagement, supports the development of digital competencies, and improves academic outcomes. The study contributes to pedagogical theory by offering an updated model that bridges traditional educational foundations with contemporary digital learning realities.