DIGITAL TRANSFORMATION OF EDUCATION: BETWEEN DIDACTIC POTENTIAL AND ANTHROPOLOGICAL RISKS

Abstract

The aim of the study is to identify and systematically analyze the anthropological risks and didactic opportunities of digital transformation in education within the context of the Fourth Industrial Revolution. Based on an interdisciplinary approach, the article examines key technological trends (artificial intelligence, Big Data, VR/AR, neurotechnology) and their impact on the subject of the educational process. Special attention is paid to the phenomenon of gamification, which is analyzed through the lens of J. Baudrillard's theory of the simulacrum, revealing the ontological depth of the threat of reality being replaced by hyperreality. The methodological framework integrates dialectical, hermeneutic, and comparative-typological methods, along with data from pedagogical anthropology, neo-Freudianism, and addiction psychology. The scientific novelty lies in the development of a holistic, balanced model for the meaningful implementation of digital tools in pedagogical practice, based on the primacy of humanistic goals over technological means. The results show that digitalization generates synergistic risks: the formation of a «cybernetic personality», the destruction of the worldview matrix, «digital dementia», deepening inequality, and the loss of pedagogical sovereignty. The proposed integrative model, which includes the principles of content-target priority, augmented reality, digital hygiene, and anthropological proportionality, makes it possible to minimize these threats and transform the digital environment into a space for the development of a free, creative, and responsible individual.