Tecnologias digitais no ensino de fisica: impactos, desafios e estratégias para aprendiz

Abstract

This study analyzes the integration of digital technologies in Physics education through a systematic review of six national scientific articles (2020–2025). The research, motivated by historical challenges in teaching the subject (72% of students below the basic level in science – PISA 2022), adopted a qualitative methodology with thematic content analysis, using the SciELO and CAPES Journals databases. The results revealed that tools such as PhET simulators and WebQuest platforms enhanced conceptual understanding and student engagement, respectively, when combined with active methodologies. However, three main barriers were identified: (1) inadequate infrastructure, (2) insufficient teacher training (only 22% of teachers are qualified), and (3) the concentration of research in privileged contexts. It is concluded that, although digital information and communication technologies show transformative potential, their effective implementation requires integrated public policies that combine investment in infrastructure, continuous teacher training, and the development of research in diverse educational contexts, particularly on emerging technologies.