Who Educates When Everyone Is Just Communicating? Communication Ecosystems, Media, and Learning in Contemporary Education

Abstract

This article addresses a critical paradox in contemporary education: the unprecedented expansion of communication possibilities does not inherently lead to an expansion of learning possibilities. Challenging the predominantly instrumental approach—which focuses on how to use media as pedagogical resources—the author proposes a fundamental shift in perspective. Instead of treating media as isolated objects (print, audio, visual, digital), the article argues for an analysis of the relationships established among subjects, languages, technologies, knowledge, institutions, and territories. Drawing upon the theoretical framework of Communication Ecosystems and Ecosystemic Epistemology, this work posits that learning is not a simple transfer of information, but a recursive process emerging from complex interactions. The article positions Media Education (Educommunication) as a fertile field for this displacement, moving beyond technical mastery of tools to empower students as subjects involved in the production, circulation, and critical interpretation of knowledge. By examining the role of digital platforms, algorithms, and artificial intelligence, the author highlights the necessity of "citizen digital transformation." The article concludes that in a world characterized by communication abundance, the school must become a space where this incessant circulation of messages is interrupted by investigation, comparison, and the production of relationships capable of transforming information into genuine knowledge. This study offers essential insights for educators, researchers, and policymakers interested in the intersection of complex thinking, media literacy, and educational innovation. Keywords: Communication Ecosystems; Ecosystemic Epistemology; Media Education; Educommunication; Educational Media; Learning; Digital Transformation.