PHILOSOPHY OF EDUCATION IN THE DIGITAL AGE: TRANSFORMATION OF KNOWLEDGE AND LEARNING

The article examines the transformational process in the philosophy of education driven by digitalization, which necessitates a critical re-evaluation of traditional epistemological and ontological categories. The study addresses the dichotomy between classical educational paradigms and emerging approaches that respond to digital innovations. This research aims to analyze the impact of digital technologies on the structure of knowledge, educational institutions, and cognitive interaction methods. It applies poststructuralist and relational analysis methods to conceptualize knowledge as a contingent and variable phenomenon. By employing a multi-discursive approach, the study demonstrates how digital media not only reshape the learning process but also alter the nature of knowledge itself. The relevance of this research is underscored by the context of epistemological relativism that arises in the era of educational virtualization.The study finds that knowledge no longer operates as a static logos but takes on the form of a fluctuating, networked substance, interacting with the subject through multichannel simulations. Traditional educational hierarchies give way to hypertextual and multi-agent forms of knowledge transmission, where the authenticity and credibility of knowledge increasingly depend on dynamic algorithmic and simulacral constructs. The practical significance of this work lies in defining new axiological imperatives for education that focus on enhancing adaptability and critical reflexivity in the learner. The study proposes heuristic methods designed to foster cognitive resilience against informational entropy and to cultivate “flexible thinking” capable of navigating the evolving digital environment.In conclusion, the study emphasizes that the philosophy of education in the age of digital expansion undergoes profound ontological and epistemological changes, transforming the learning process into an interactive and multidimensional phenomenon. Knowledge loses its stability, evolving into a series of cognitive impulses that continually shift in form and structure. This evolution calls for the formation of a new type of educational subject, capable of integrating and critically navigating virtually dispersed informational environments. Accordingly, the article offers a foundational analysis and innovative approaches to the philosophy of education, reflecting the integration of digital technologies as the basis of the contemporary cognitive process, and highlights the importance of harmonizing technocratic and humanistic elements in the educational discourse.