Human in Digital Didactics: An Onto-Anthropological Analysis of Educational Interaction and Subjectivity

Abstract

The article presents an onto-anthropological analysis of digital didactics as a space for transforming educational interaction and subjectivity. The digital environment is considered not only as a technological tool but as a complex educational practice that reshapes the organization of learning, the roles of teachers and learners, communication patterns, and the structure of meaning-making activities. Digital educational spaces offer opportunities for developing autonomy, critical thinking, collaborative knowledge construction, and intersubjective interaction, thus shaping contemporary educational subjectivity. At the same time, the risks of reducing the human dimension of education to algorithmic and procedural models are emphasized, which may limit creativity, ethical reflection, and meaning-making activity. Theoretical analysis is grounded in the concepts of connectivism, cyber-humanism, digital humanistic pedagogy, and the ontology of knowledge. Practical approaches for integrating digital technologies into the learning process are discussed, ensuring a humanistic orientation, promoting autonomy, responsibility, and co-creation of learners. Particular attention is paid to designing flexible, ethically oriented educational environments where digital tools serve not only learning optimization but also personal development. The study demonstrates the necessity of combining technological efficiency with humanistic values to foster educational subjectivity, critical thinking, and the meaning-making potential of participants in digital learning spaces.