Rethinking the role of education in the digital age: Philosophical perspectives on technology in modern pedagogy

Abstract

This article examines the changes taking place in education in accordance with the digital age, with specific emphasis on incorporating technology into contemporary pedagogy from a philosophical point of view. It discusses how technological changes influence educational decisions and also pose questions relating to conventional beliefs about acquisition of knowledge, pedagogy, and learner involvement. Technology's pedagogical promise to encourage adaptive learning and instructional strategies is stressed by philosophical views such as constructivism, critical pedagogy, and postmodernism. The purpose of this article is to provide teachers with an inclusive model for addressing complexities associated with digital union, while maintaining student-centred pedagogical practices in the twenty-first century.