Enacting Digital Humanism in Education: A Comparative Case Study of Two Teachers in Greece and Australia

ABSTRACT The rapid expansion of digital technologies in education, accelerated by the COVID 19 pandemic, has transformed teaching and learning worldwide. Although digital humanism has emerged as an important framework for aligning technological development with human values, its enactment in educational practice remains underexplored. This study examines how two educators, a secondary school teacher in Greece and a university professor in Australia, integrated digital technologies whilst prioritising human relationships, student wellbeing and ethical responsibility. Drawing on comparative case study research and thematic narrative analysis, the findings identify three interconnected dimensions of digital humanist practice: fostering human relationships, promoting collaborative and participatory learning and encouraging critical engagement with digital technologies, including artificial intelligence. The study argues that digital humanism functions as a pedagogical orientation that guides the integration of technology into education. The findings contribute empirical evidence to emerging scholarship on digital humanism and offer practical implications for educators navigating digital transformation.