Philosophy of education in a changing digital environment: an epistemological scope of the problem

The relevance of this study's topic is supported by the argument that a philosophical understanding of the fundamental concepts of epistemology as they pertain to the educational process is crucial as the educational setting becomes increasingly digitalised. This paper aims to explore the epistemological component of the philosophy of learning in light of the educational process digitalisation. The research comprised a sample of 462 university students from Kazakhstan, with 227 participants assigned to the experimental and 235 to the control groups. The research employed a scientific methodology that encompassed various scientific methods, including sociological, socio-philosophical, and culturological analysis. In addition, philosophical methods such as system analysis, structural and functional analysis, and comparative and hermeneutical approaches were utilised for the philosophical and epistemological interpretation of the cognitive activity mechanism of students and its dynamics in light of digitalising education. Furthermore, psychological diagnostic methods such as SAMOAL personality self-actualisation diagnostics, personality volitional potential diagnostics, and psychodiagnostic methods were employed. This study offers a theoretical rationale for the integration of digital technology in the realm of education, grounded in philosophical and epistemological principles. In addition, it challenges the null hypothesis that the philosophical and epistemological framework of the educational process does not influence its cognitive and personal aspects. Digital learning has been found to improve both cognitive and personal aspects of the learning process. All indicators of self-realization increased statistically significantly (p < 0.05), including cognitive needs (from 9.2 +/- 0.1 to 12.3 +/- 0.5 points), creativity (from 5.8 +/- 0.4 to 10.8 +/- 0.4 points), autosympathy (from 6.2 +/- 0.1 to 10.8 +/- 0.4 points). 8.2 +/- 0.3 points). Training in digital technologies improved the willpower of students' personality, the structure of cognitive activity and logical thinking (6.3 +/- 0.4 and 7.0 +/- 0.5 points, p > 0.05). The positive impact of digital technologies on increasing the communicative competence of students can be considered as a factor in mitigating epistemic risks in the learning process.The findings can be used to avoid epistemological risks and improve learning effectiveness in a digital learning environment. There are plans to investigate the gender dimension of digital learning epistemology in the future.