Digital Pedagogy and the Limits of Humanity: A Philosophical-Anthropological Approach

Abstract

Contemporary education undergoes profound transformations under the influence of digital technologies, which reshape traditional forms of learning, teacher-student interaction, and personality development. Digital pedagogy opens new opportunities: individualized learning, fast access to information, interactivity, and accessibility of the educational process at any time. At the same time, it creates challenges with a philosophical-anthropological dimension: limited face-to-face interaction, reduced opportunities for empathy, reflection, and conscious formation of one’s own stance. This paper explores how digitally-mediated learning affects humanity, autonomy, and moral responsibility of participants in the educational process. Using a philosophical-anthropological approach, the study analyzes classical and contemporary concepts of humanity, including the works of Hans-Georg Gadamer, Martin Heidegger, and Luciano Floridi, as well as approaches to technological-pedagogical competence (Mishra & Koehler, 2006). Particular attention is paid to ontological-existential, cognitive-informational, ethical, and dialogical dimensions of digital pedagogy. It is demonstrated that technologies can serve as tools for developing critical thinking, moral reflection, empathy, and autonomy if used consciously. The study emphasizes that digital education should complement rather than replace live dialogue, preserving a humanistic orientation and fostering the formation of a responsible, morally reflective personality. The findings have practical implications for designing educational strategies, integrating digital platforms, and developing pedagogical approaches that support humanity in learning.