The formation of a new cultural paradigm of higher education amid digitalization: contradictions and risks

The study aims to identify the contradictions and risks associated with the formation of a new cultural paradigm of higher education. The work identifies the specific features of this paradigm – fragmentation of knowledge, individualized learning, the pragmatization of education, new teacher roles, and the transformation of academic ethos – which have cultural-anthropological and moral-axiological dimensions. The article reveals fundamental contradictions between traditional academic culture and the university’s digital educational environment. It is established that these antinomies generate a situation of uncertainty, which in turn produces anthropological, sociocultural, axiological, and moral risks that threaten the development of higher education. The scientific novelty lies in reconstructing the dilemmas arising during the formation of a new cultural paradigm of higher education under conditions of digitalization. The study concludes that the key strategy for preserving the university’s status as a transmitter of knowledge and sociocultural experience is to maintain a balance between the value-worldview foundations of classical education and digital educational practices.