Between Chrónos and Kairós, towards a generative pedagogy: The relationship between time and talent in the era of immersive environments and digital innovation
DOI:
https://doi.org/10.7346/-feis-XXIII-01-25_9Keywords:
Educational Generativity, Time to learn, Talents, Eduverse, Pedagogy of careAbstract
In a time marked by systemic accelerations, anthropological mutations and technological innovations, education is called to re-signify its mission, reconfiguring time and relationship as founding axes of a generative pedagogy. This paper explores how school can become a space capable of inhabiting the Kairós – the opportune time for meeting, listening and discovery – in contrast with the standardizing logic of Chronos. A theoretical and practical reflection is proposed on the centrality of the educational relationship in the blossoming of talent, understood not as an innate gift, but as a situated and transformative potential that emerges in the relational fabric. In this framework, hybrid and immersive environments, such as the Eduverse and 3D virtual worlds, represent pedagogical opportunities to restore meaning and depth to the educational experience, promoting participation, agency and well-being. Through references to school practices such as the DADA model and the intentional use of digital technologies, the essay outlines a sustainable, multi-temporal and relational school, oriented towards the integral formation of the person and the construction of shared futures.
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