In this overall context of declining PISA results, we should not neglect the educational impacts and consequences of the accelerated digitalisation social process we live in. In fact, the downward trend has been clear since 2012, when mass digitalization of schools began in all European countries and especially in the CAPV. Our hypothesis is that, in addition to the influence of the pandemic to which the report refers, these results directly link the acceleration of the global era of digital society with the egalitarian trend of technocracy education. This is one of the keys to understanding this decline. However, our objective has been to promote this reflection.

Abusive use of current screens harms both the benefits and benefits of educational processes without a critical attitude to the global wave. This occurs when these tangible deficiencies occur in the empowerment of basic learning. In particular, most educational agents can agree on the assertion that the decline of the oral and written language in the last decade, both in the lexicon, in the ability to concentrate, in motivation, in effort, and in so many other values and attitudes inherent to the different educational processes, is something tangible.

Today, due to the influence of the digital society in which we live, it is evident that we experience changes in the level of school communication, in the discourses, in the bureaucracy of the educational practice. But are all processes of improvement? The fact is that the countries that have invested the most in digitalization are the ones that get the worst results.

However, we could say that the course of the current school is subject to the accelerated mastery of the digital society. As a result, psychosocial orders renewed through media powers have been incorporated into the school. It is urgent to start thinking collectively about the symptoms that appear in the classroom. Downward trend in school results. This is related to the consequences of accelerated digitalization and the effect of mass screen worship.

Because what we're seeing is that in the face of the demands for digitalized superiority, it's creating a new order in the world that affects the academic, social and thought spheres. The new psychosociological model through the screens is permeated by determinism (classification, control, judgment, surveillance, …) as the dependence imposed by the macrostructure. In this logic, educational processes tend to give treatment to the mercantilized system. In the socio-economic and technological conditions of today's society, the downward trend in school results has not been ignored.

As a result of the digital order, we fragment the personal and interactive scope and propose new dogmas of thought for the school. All of them affect psychopedagogical praxis and basic psychosocial processes, burdening the development processes of basic learning, and other times to the detriment of the empowerment of basic learning. And that's also convenient to see.

Jexux Larrañaga Arriola