ECOSOFÍA DEL APRENDIZAJE PERMANENTE: HACIA UNA PRAXEOLOGÍA MOTIVACIONAL TRANSDIGITAL EN LA EDUCACIÓN DE JÓVENES Y ADULTOS

Abstract

This theoretical-reflective research proposes the category of Ecosophy of Lifelong Learning as a new paradigm for youth and adult education in the transdigital era. The main objective is to deconstruct the instrumentalist view of Learning and Knowledge Technologies (LKT) to propose a motivational praxeology interwoven with the student's vital context. From a perspective based on complex thinking and critical andragogy, it problematizes the crisis of traditional motivational models against the need for authentic digital habitability. The findings suggest that motivation emerges from a recursive loop between autonomy, cognitive resilience, and the ethical mediation of the teacher-cartographer. It is concluded that transdigitalization demands an episteme of hope that validates the adult's intellectual sovereignty within the network.