DIGITALIZATION IN THE TEACHING OF PHILOSOPHICAL DISCIPLINES

Abstract

This article offers a philosophical analysis of the transformations occurring in the teaching of philosophy disciplines within the context of the digitalization of higher education. The authors explore how new technologies – especially generative artificial intelligence systems – influence cognitive – communicative practices and educational trajectories. Special attention is paid to the changing nature of philosophical dialogue, the rethinking of the teacher’s role, and the challenges of assessing reflection and critical thinking in a digital environment. At the same time, the positive aspects of the digital era are examined – pedagogical innovation in teaching forms, broader access to knowledge, and novel immersive formats for engaging with philosophical thinking. The authors emphasize the necessity of preserving the specificity of philosophical knowledge, which resists full algorithmization or uniform standardization. It is emphasized that technological solutions in the higher education system cannot be considered apart from humanistic values and the formation of a holistic personality. The emphasis is on changing the role of all participants in the educational process in the digital educational environment. The article also addresses the epistemological, methodological, and ontological challenges posed by digitalization, demanding interdisciplinary reflection. Finally, promising directions for future research are outlined – particularly in adapting educational processes to new technological conditions while considering the humanistic dimensions of learning.