author: Natalia Radionova (https://orcid.org/0000-0001-7624-5539)
Relevance of the research. The current state of Ukrainian society is shaped by a combination of interrelated factors, among which military challenges, the consequences of the COVID-19 pandemic, and the rapid digitalisation of social and cultural processes play a leading role. These factors significantly transform the architecture of the educational landscape, necessitating a strengthening of the humanistic dimension of contemporary digital education. There is an urgent need to re-engage with the educational and formative practices of self-knowledge and moral development developed by H. Skovoroda within his philosophical tradition.
Problem statement. The imbalance between the traditional education system and modern digital technologies is becoming increasingly evident. Therefore, the problem of fostering critical thinkers and morally responsible individuals in the context of information overload, algorithmic structuring, and the fragmentation of knowledge requires urgent reconsideration.
Analysis of recent research and publications. Contemporary discussions on the development of digital education in Ukraine increasingly focus on the need for its axiological reassessment and the identification of value foundations for designing and implementing models of IT-oriented education. In this context, the works of domestic researchers such as V. Voronkova, S. Dotsenko, T. Kalyuzhna, O. Kivlyuk, S. Kutsepal, V. Nikitenko, S. Protska, and M. Chikarkova are of particular importance.
Research task. The aim of this research is to provide a comprehensive analysis of the possibilities for harmonising the educational process in the context of digitalisation, taking into account the principles of self-knowledge, “congenial labour”, and inner freedom articulated in the works of H. Skovoroda.
Main material presentation. The educational system requires stable axiological constants that ensure its intrinsic value and meaningful orientation under conditions of dynamic technological change. This involves not only the transformation of curricula and modes of knowledge transmission, but also a reconfiguration of the very idea of education as a cultural phenomenon. The concepts of the “inner self”, “congenial labour”, and “self-knowledge” developed by H. Skovoroda may serve as a conceptual resource for restoring value orientations within contemporary digital education. The use of digital content in teaching philosophical disciplines opens fundamentally new possibilities for organising the educational process. Unlike traditional approaches, which rely primarily on text-centredness and linear logic, digital technologies enable the creation of a polyphonic educational environment.
Conclusions. H. Skovoroda’s philosophy constitutes a significant methodological resource and value-based guideline for restoring the axiological dimension of modern education, which is undergoing transformation under the influence of technocratic tendencies and digitalisation. The relevance of the philosophical and pedagogical ideas of “congeniality”, the “inner self”, the “light of reason”, and the “healthy body” for digital education lies in affirming a strategy of digital hygiene within the educational process, grounded in the prioritisation of self-knowledge, moral self-regulation, and cognitive autonomy.
Keywords: philosophy of education, human, digital society, digital education, self-knowledge, human–gadget–education system, EdTech, H. Skovoroda.
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