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This study critically analyzes the influence of digital technologies on teaching and learning processes within global educational systems. The objective is to examine the effects of technological integration on pedagogical practices, access to knowledge, and the transformation of teachers’ and students’ roles. Methodologically, a qualitative documentary and comparative approach is adopted, based on the review of recent scientific literature and the analysis of educational policies implemented in different international contexts. Tools such as virtual platforms, open educational resources, artificial intelligence, learning management systems, and mobile devices are considered. The results show that the integration of digital technologies enhances personalized learning, expands educational access, and promotes hybrid and distance education modalities. However, limitations persist, including digital divides, socioeconomic inequalities, and insufficient teacher training. In the discussion, global trends in the integration of information and communication technologies in educational systems are identified, emphasizing the need for contextualized approaches that respond to local realities. It is concluded that the critical use of technological tools can significantly improve educational quality, if it is supported by sustainable public policies that promote equity, digital literacy, and educational innovation.
