This article develops a socio-philosophical framework for analyzing the transformation of national education systems in the context of digital civilization. While digitalization expands access to knowledge and enhances efficiency, it simultaneously risks reducing education to technocratic utilitarianism. The study integrates theoretical analysis with sociological observations to examine the tension between human capital development, cultural identity, and global integration. It argues for a humanistic paradigm that prioritizes critical thinking, ethical responsibility, and the ontological centrality of the individual. The findings contribute to contemporary debates on the philosophy of education and propose a balanced model for sustainable educational transformation.

digital education, human capital, critical thinking, philosophy of education, globalization, humanism.

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