Educational platforms as tools for cognitive control within educational institutions.
DOI:
https://doi.org/10.51247/st.v9iS2.791Keywords:
Educational platforms, Cognitive control, Self-regulated learning, Digital surveillance.Abstract
This study aimed to analyze educational platforms as tools of cognitive control within educational institutions, examining their influence on learning regulation, academic behavior, and institutional governance. A qualitative documentary methodology was adopted, based on the review and thematic analysis of specialized academic literature related to educational technology, self-regulated learning, surveillance, symbolic power, and algorithmic management. Scientific sources published in indexed journals, books, and academic repositories were selected according to relevance and thematic coherence. The results showed that educational platforms facilitate planning, monitoring, feedback, and organization of learning processes, strengthening student self-regulation and institutional efficiency. However, the findings also revealed that these systems may reinforce subtle forms of surveillance, standardization, symbolic inequality, and externally conditioned behavior through metrics and automated controls. It was identified that digital competence has become a relevant factor for academic recognition and participation. The study concluded that educational platforms are not neutral instruments, but socio-technical mechanisms that shape cognition, interaction, and institutional power relations. Their educational value depends on ethical implementation, pedagogical design, and equitable access. Institutions should promote balanced strategies that combine technological innovation with autonomy, inclusion, and meaningful learning in contemporary educational environments.
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