The purpose of this research was to analyze ICT, globalization and education as an emerging triad in the new social order. It was theoretically based on the postulates of experts who, from their perspective, allow contrasting their different conceptions on the subject in question. Methodologically, it is a study associated with the exploratory qualitative paradigm, under the documentary modality with bibliographic design. Among the most relevant findings, it was revealed that science and technology planning must be understood as an instrument of change capable of guiding towards an emerging digital and knowledge society. Indeed, the participation of all the entities responsible for education is required to join efforts and be articulately oriented in a large innovation system, based on the so-called emerging society of knowledge, science and technology. It was also shown that the use of ICTs in a globalized world has become a fundamental tool for strengthening the different processes carried out through science and technology, by providing greater access to information, storing and processing a greater number of data and generating value to the intangible products of knowledge and sustainable development.

Keywords: New technologies, globalization, education, new order.

Today, globalization, COVID-19, the needs of the population and the implementation of the Industrial Revolution 4.0 supported by advances in science and technology, allow accelerating processes generating economic, social, political, health and educational changes in the modern world. In this context, the role of science and technology, specifically for education, its management and impact on society, is seen as an essential element in the socioeconomic, scientific, technological and political development of nations, together with the leading role of education in the production, dissemination and use of knowledge, guiding the scientific and technological progress of countries.

In this regard, Rojas (2016); Figueroa & Farnum (2020), state that education is the most important asset of a society, allowing the design of economic and social policy models that serve as tools to face globalization and obtain the greatest possible benefits consistent with reality. In addition to the dynamics of technological change aimed at promoting living in a world of growing complexity and uncertainty, where the conditions of the environment vary at the same speed that change imposes.

From this perspective, it is urgent in the current knowledge society the implementation of new technologies in order to introduce transformations in line with the demands of communities. In this regard, Marí (2019, p. 35) emphasizes the influential reach of ICT, not only in the advertising field, but also in the economic, political, social, cultural and educational fields. Indeed, its intention is totalizing, i.e., to "reach all people on the planet and cover all dimensions of life.

In the same line of thought, the International Institute for Higher Education in Latin America and the Caribbean (IESALC, 2020) stated that the social distancing and mandatory confinement of people around the world as a result of the pandemic caused by Covid-19 led to changes in all human processes, including education, where institutions were forced to use ICTs to continue their academic activities now, essentially virtually and at a distance.

However, "each society has its own characteristics, a direct consequence of the complex processes it has undergone throughout history" (Rincón & Romero, 2006, p. 73). They also state that this growing gap is the result of the scientific and technological weakness that influences developing and transition countries, making it very difficult for them to overcome it in comparison with first-order nations, which invest in important aspects (scientific research, technological development, innovation and education) in order to guarantee their economic independence, technological digital evolution and quality of life of their citizens, prepared for any eventuality.

Literature review

Information and communication technologies (ICT)

The incorporation of ICTs in the contemporary world generates relevant contributions in all sectors of society, promoting significant advances in line with reality. For Luna et al (2020, p.713) they are pedagogical support tools, which provide a notorious advantage in school environments, allowing students to "demonstrate skills and qualities related to the management and transformation of information; that is, they are allowed to experience the use of programs, applications and computers: create, store, modify, retrieve and protect information". In this sense, knowing these tools, as well as the accessories and instruments to be used in the knowledge management process developed by both the teacher and the students are established as novel and striking forms of access to information.

In this regard, Morales et al (2020) express as an added value for this research, that ICT in complex times of pandemic can be used as pedagogical strategies, allowing to determine the effective use of mobile applications for body fitness training, in the functional performance of users in smart gyms, in order to optimize the sporting form of the same. Similarly, it was corroborated that these applications are effective as long as they are accompanied by the constant follow-up and monitoring of an expert or specialist, requiring from the user, greater concentration and commitment in the development of the assigned routines, supported by the standards of the World Health Organization (WHO).

Taking into account these considerations, Cruz et al (2019) express that education manifests substantial changes with initiatives to implement the use of new Information and Communication Technologies in school environments with the "purpose of achieving learning objectives, supported by teacher training that endorses the use of technology to minimize the digital divide between the actors in the education sector".

In summary, planning is a tool for linking science, technology and education, as a provider of human resources literate in the use of technologies, since its multiplying effect has an impact on technological development and scientific research in any country. However, it has been an exercise of reflection in the academic sectors with deficient applicability, since in many cases it lacks a true process of linking science, technology and innovation as determining factors of social transformation.

Globalization

The concept of globalization has been used to describe basically the changes in national economies towards new forms of global integration, subject to the effects of free trade, currency fluctuations, together with speculative capital movements. In this regard, Avendaño & Guacaneme (2016) refer that as a process it is linked to its origins, considering that it is neither a new phenomenon, nor only of an economic nature; however, "it is part of the history of humanity and is related to: globalizing processes, globalization or universalization".

Based on this theoretical assumption, the aforementioned authors conceive it as a concept that concerns the global scope, where the internationalization of practices, customs, ideologies, technologies, theories, among other intervening aspects, generate significant changes in the processes motivated by internationalization, political and economic integration, development of information and communication technologies, among others.

According to the report of the Economic Commission for Latin America and the Caribbean (ECLAC, 2002), the term globalization refers to the increase of economic, social and cultural processes of worldwide character, which has grown thanks to the action of multiple factors such as: the market, economic blocs and free trade agreements, leading the economy to globalize; in addition, within these dynamics, communication and ICTs are essential as structural tools within these new developments.

For Vizque (2019), the new economy is characterized by the hegemony of countries with progressive economic models, over countries with less advanced economies, bringing perverse effects of globalization: (a) deregulation of capital, leading to inequality and social exclusion; (b) hegemonic development based on a technological style; (c) deculturalization of aboriginal peoples; (d) concentration of political and economic power; and (e) criminalization of dissent or resistance.

This reflection leads to consider three features of globalization proposed by the aforementioned author:

1. Informational: connected to the capacity to generate knowledge and manage information, as a strategic action that determines the productivity and competitiveness of all types of economic units (whether companies, regions or countries).
2. Reticular: it is based on the conception of the network company, assumed as a new form of economic organization, which is constituted from companies or segments of companies and/or from the internal segmentation of companies, which are decentralized and interconnected through specific business projects with time limitation.
3. Global: it is conceived as a character of globalization that determines its scope, meaning that the core of its strategic activities (financial markets, international trade in goods and services, science and technology, the media or highly specialized labor) has the capacity to work as a whole on a planetary scale.

Another implication that requires reflection is the ethical nature of globalization and its effects in the context of the development of social capital, in order to achieve a radical change in the individualism that characterizes free market capitalism, which is the ideological underpinning of the new economy and globalization. Consequently, it is essential to rethink the rescue of ethical and moral values, solidarity, associativity and civic awareness. (Pereira de Homes, 2020). From the perspective of researchers, it is required to break with impositions through critical pedagogy; as well as, to allow real transformations by rethinking education as an engine of human development, in the face of a global event that marches at a constant and accelerated pace. Consequently, it is essential in these times of change to face the vicissitudes of globalization, pandemic, industrial revolution 4.0 and the great economic gap, promoting the construction of knowledge, based on a holistic education, where critical citizens are formed to interpret, argue and expand the cognitive capabilities consistent with the contemporary technological reality.

Education

Education in today's knowledge society, marked by dizzying changes resulting from the effects of globalization in a complex reality where the agents involved in education have the tools and mechanisms available in the digital era to ensure their connectivity, faces, according to the criteria of Sánchez Quintero (2018, p.79) a new challenge: "...to achieve a global education that covers the training needs of human capital in order to generate a comprehensive educational praxis, developing from and outside the classroom, skills, competencies and useful knowledge".

In this regard, Carter & Moreno (2017) express that education in these times must use new strategies, such as cooperative learning, as well as other types of didactic tools that encourage dialogic participation and mutual support among peers, are emerging today as alternatives that can cope with the irruption of the market and neoliberal globalization.

For this purpose, the aforementioned authors state that the use of these pedagogical tools constitutes a transforming device in the face of the current negative conception of social values such as cooperation, solidarity and consensus. However, there are positive aspects of cooperative learning and dialogic-communicative strategies, linked to social integration and inclusion, together with the development of fundamental competencies to overcome barriers and problems of coexistence today.

According to the United Nations Educational, Scientific and Cultural Organization (UNESCO) (2016), objective 4 of sustainable development states that education is the key to being able to achieve other Sustainable Development Goals (SDGs). When people can access quality education, they can escape the cycle of poverty. Consequently, education contributes to reducing inequalities and achieving gender equality. It also empowers people around the world to lead healthier and more sustainable lives. Education is also fundamental to fostering tolerance among people and contributes to creating more peaceful societies.

From the point of view of the researchers, the government agencies responsible for education must articulate with universities as governing bodies of educational praxis and their socialization actions in the training of human talent, requiring a reengineering process from the didactic, budgetary, managerial, training, political, social, economic, scientific and technological aspects to respond to the needs of today's society and its actions in the emerging societies of the digital and knowledge era.

Based on the aforementioned problem situation, the present exploratory documentary study arises, which was oriented to analyze ICT, globalization and education as an emerging triad in the new social order.

The research was based on a qualitative paradigm that according to Hernández & Mendoza (2018, p.9) states that "it tries to identify, basically, the deep nature of realities, their dynamic structure, that which gives full reason for their behavior and manifestations, product of techniques to collect information, such as the review of documents and their interpretation". It was based on an exploratory level that, according to Muñoz (2018), identifies promising concepts to investigate, paving the way for broader, more elaborate and deeper studies.

In the same direction, the documentary review modality was assumed, which according to Ortiz (2015) criteria focuses on the study of problems with the purpose of broadening and deepening the knowledge of their nature, mainly supported by previous works, information and data disseminated by printed or electronic media. The content analysis technique was used based on the semantic structure, for Alvarez Gayou's judgment (2016, p.163) it is "one of the procedures that is closer to the qualitative postulates from its purposes; it seeks to analyze messages, personality traits, concerns and other subjective aspects".

For this purpose, a bibliographic design was used, which Palella & Martins (2017, p.87), state that it is based on the systematic, rigorous and in-depth review of documentary material of any kind. "It seeks the analysis of phenomena or the establishment of the relationship between two or more categories. When opting for this type of study, the researcher uses documents, collects them, selects, analyzes and presents coherent results", in order to unveil the discussions generated in the scenario of ICT, globalization and education as an emerging triad in the new social order. From there, the theoretical reflection object of study was crystallized in order to collect and update information on the subject generating discussion and the scope of the emerging triad and its usefulness to the new social order.

Emerging triad in the new social order

Based on the critical reflections on the documentary analysis of ICT as a key variable in education, valuable information was evidenced to optimize the problematic situation and possible actions, assuming the theoretical references for the transforming action and the emergent categories constructed by the researcher in the triangulation process, with the purpose of interpreting the reality revealed for its transformation and generating actions before the new social order.

Emerging actions in the face of the new social order:

These actions are proposed based on the theoretical postulates of the authors that have been analyzed, also relying on the strategic lines proposed by international organizations such as WHO, UNESCO, UN, UNHCR, among others.

• The educational praxis of the new social order must be planned under the standards of WHO, UNESCO, UN, UNHCR, among other international organizations with ethical, inclusive, quality, biosafety, new information and communication technologies principles and guidelines respecting the objectives of sustainable development for 2030 articulating science, technology, innovation and research.
• Request governments to prioritize the field of education in the design of educational policies and practices, research and innovation.
• Monitor governments to make a firm commitment to provide free primary education for all, especially for vulnerable or marginalized groups.
• Form multidisciplinary teams with government agencies, universities, the private sector and society in search of financial alternatives that guarantee quality and inclusive education.
• Generate strategic alliances with the private sector to invest resources in the development of educational centers and in the development of innovative and technological pedagogical tools.
• Urge non-governmental organizations to work with young people to promote the importance of education in the communities.
• In the new context dominated by ICTs, education in science and technology as an approach is emerging as an instrument for the transformation of society and citizens; in other words, it can contribute to technological innovation by promoting an integrating vision that forms citizens with critical and flexible thinking that induces appropriation and that is prepared for the coming changes through knowledge networks.

Figure 1. Emerging actions of the ICT triad, globalization and education in the new social order.

By analyzing ICT, globalization and education as an emerging triad in the new social order, it was revealed that:

The expansion of ICTs in the contemporary world has generated relevant contributions in all areas of society, promoting significant advances consistent with the reality of each particular organization, country or region. However, the inequality that has arisen from this development, materialized in limited access, deficient infrastructure and poor connectivity, is noticeable. This deficient reality is echoed in the field of science, where not everyone has the same possibility of access to the use of these tools, preventing digital inclusion. Other aspects to consider is the development of technological competencies and skills of the university population, which is one of the main obstacles to academic progress, and therefore in the dignification of their living conditions.

As for globalization, perverse effects were evidenced, linked to the deregulation of capital, which leads to inequality and social exclusion; hegemonic development based on a technological style; the deculturation of indigenous peoples; and the concentration of political and economic power. Another implication revealed was the ethical character of globalization and its effects in the context of the development of social capital, required to introduce a radical change in the individualism that characterizes free market capitalism, which is the ideological underpinning of the new economy and globalization.

In this context, it is urgent that the government agencies responsible for education articulate with universities, governing bodies of educational praxis and their actions of socialization in the training of human talent, adopting a process of reengineering from the didactic, budgetary, managerial, training, political, social, economic, scientific and technological aspects to respond to the needs of today's society and its actions in the emerging societies of the digital and knowledge era.

Finally, governments must develop clear policies in education to close the digital inequality and invest in the training of human talent and technological literacy of the population, in order to develop a process of social and cultural growth, around the opportunities offered by ICTs in the current historical moment; it is also necessary to ensure access and technological expansion to the entire population, for their integration into the knowledge society.

Conflict of interest
The authors declare that there is no conflict of interest.