Connectivism and networked learning in contemporary higher education

Abstract

Contemporary higher education is undergoing a profound transformation due to digitalization, the globalization of knowledge, and the interconnection of students, faculty, and educational resources. This context highlights the importance of studying theories such as connectivism, which allows us to understand how learning can be organized in networks and adapt to dynamic environments, fostering autonomy, collaboration, and critical thinking. This article adopts a qualitative-descriptive approach, based on a review of specialized literature, case studies, and experiences in digital university environments over the last ten years, with the aim of analyzing the implementation of connectivism and networked learning in higher education. The results show that this pedagogical approach enhances the collaborative construction of knowledge, facilitates the continuous updating of skills, strengthens digital abilities, and promotes participation in distributed communities of practice, aligning university education with the challenges of the knowledge society. In turn, the research identifies challenges such as the digital divide, the need for advanced technological literacy, resistance to traditional pedagogical changes, and the evaluation of distributed learning. In conclusion, connectivism constitutes a strategic framework for educational innovation, which not only redefines the roles of students and teachers, but also allows institutions to design flexible, inclusive learning environments capable of preparing competent professionals for a globalized, interconnected, and constantly evolving world.