FROM TECHNOCRACY TO DIGITAL HUMANISM: VALUES OF IT EDUCATION IN UKRAINE IN THE EDUCATIONAL LANDSCAPE OF THE NETWORK SOCIETY

The article conceptualizes the transition from technocracy to digital humanism in IT education in Ukraine, proposing an operational Framework of six fundamental principles (human dignity; justice/inclusion; autonomy/agency; transparency/ explainability; privacy/data security; social responsibility) and the corresponding implementation tools. The study is based on a combination of conceptual-analytical and comparative approaches (philosophical hermeneutics and axiological analysis), critical discourse analysis (curricula, data policies, codes of ethics, educational analytics regulations), as well as elements of design-based research to construct and validate a “framework of digital humanism” (constructive alignment of goals-methods-evaluation, scenario modeling, expert validation) with subsequent operationalization through indicators and evaluation rubrics. The theoretical basis is philosophical and axiological analysis, critical analysis of the discourse of university policies and curricula, as well as elements of design-based research (constructive alignment of “goals – methods – assessment”, scenario modeling, expert validation). On this basis, the following were developed: (1) a modular Framework for integration into IT curricula; (2) a “maturity ladder” of data policies and educational analytics (from compliance to humanistic optimization with the right to opt out, student data councils, and impact assessment); (3) typical educational scenarios (“Ethical code review,” “Sociotechnical design sprint,” “Explained models in action”) with assessment rubrics; (4) an indicator system with six indicators (agency, inclusion, transparency, privacy, integrity, social impact) and examples of evidence. A comparative analysis with current international research demonstrated the consistency of the Framework with global norms of AI ethics and, at the same time, its unique contextuality for Ukrainian educational landscapes (war, displacement, multilingualism, trust). The practical value lies in ready-to-use policy templates and rubrics that translate common values into manageable learning practices and metrics. Limitations are related to resource asymmetries and staffing gaps; prospects lie in expanded field validation of the Framework across different types of HEIs, the creation of a national repository of cases, and the development of digital tools for monitoring value indicators. The proposed approach serves as a roadmap for renewing IT education in a networked society, where technologies enhance agency, understanding, and the public good.