Philosophy of education in the context of digital transformation of public life

Abstract

The article is devoted to the study of the relationship between the philosophy of education and modern technological changes in society. The relevance of the study is determined by the rapidity of digital transformation, which transforms the educational landscape and requires rethinking approaches to learning.The purpose of the article is to develop recommendations aimed at overcoming the problems that hinder the transformation of education in Ukraine in the context of active digital transformation of public life.To achieve this goal, the study performed a number of tasks: the essence and content of the philosophy of education are considered; the main emphases of the new philosophy of education are identified, such as the creation of an innovative, technology-oriented learning environment, focus on deep digital transformation; the main technologies and developments that determine digital transformation in education are analyzed; the current challenges of digital transformation in education are highlighted; based on the results obtained, recommendations are put forward to overcome such challenges. The study used general scientific methods of cognition: induction and deduction, analysis and synthesis, association and analogy.The study found that the revolutionary development of innovative technologies has called into question the established principles of modern education. Therefore, a paradigm shift in the philosophy of education is needed, which should focus on creating an innovative, technology-oriented learning environment and be strategically aligned with comprehensive digital transformation. However, the pace of digital transformation in Ukraine's education system is rather slow, due to unequal access to digital technologies, insufficient digital literacy, lack of quality and relevant content and resources, unstable and expensive Internet connections in some regions, and insufficient attention to cybersecurity. Addressing these challenges requires significant investments in building digital infrastructure, providing strong support to educators in mastering and using digital technologies, developing and implementing high-quality digital content for educational programs, and creating mechanisms to improve its accessibility. In addition, it is necessary to introduce reliable measures to protect educational institutions from potential cyber threats.The practical significance of the study lies in the possibility of applying the results obtained to the development and implementation of digital transformation strategies in the educational sector of Ukraine.