Digital Humanism as a Response to the Challenges of War

Abstract

The article provides a philosophical analysis of digital humanism as a conceptual and practical response of education to the challenges of war. War radically transforms the educational space, shifting it from a relatively stable institution to a field of constant adaptation, risk, and existential uncertainty. Under these conditions, the digitalization of education acquires not only an instrumental but also a worldview dimension, becoming a means of preserving educational continuity, social ties, and human dignity.

It is argued that reducing digital education to purely technocratic models of efficiency generates risks of dehumanization, weakening intersubjective communication and diminishing the ethical dimension of learning. Drawing on philosophical-anthropological, axiological, and socio-philosophical approaches, digital humanism is interpreted as a strategy that integrates technological innovation with humanistic values such as responsibility, solidarity, care, and recognition of the Other.

War is conceptualized as a boundary situation that intensifies the existential and moral dimensions of education, transforming it into a space for sustaining subjectivity and meaning-making. The article demonstrates that digital educational practices in wartime can fulfill a humanitarian function by supporting psychological resilience, social interaction, and the value-based integrity of the educational environment. The potential of digital humanism as a factor in enhancing educational resilience is substantiated, and prospects for the development of digital-humanistic educational practices in post-war society are outlined.