Sociological Approaches Explaining Communication Technologies and Educational Problems in the School Environment

Abstract

This study examines the main sociological approaches that explain the impact of communication technologies on educational problems in the school environment. It adopts a theoretical and analytical perspective to explore how digital technologies reshape educational practices, social relations, and symbolic meanings within schools. The study draws on several sociological frameworks, including the Uses and Gratifications Approach, the Network Society Approach developed by Manuel Castells, and the Cyber cultural Approach inspired by Pierre Lévy, to analyze the role of digital media in transforming learning processes and authority structures. In parallel, it examines educational problems through the Structural-Functionalist Approach, Bourdieu’s Educational Field Theory, and the Symbolic Interactionist Approach. The analysis shows that digital technologies intensify existing inequalities, reshape power relations, and redefine everyday interactions within the school space. The study concludes that understanding educational problems in the digital age requires a multidimensional sociological perspective that integrates structural, cultural, and interactional levels of analysis.