DIGITAL HUMANISM AND EDUCATION: THE ROLE OF EDUCATORS IN PRESERVING HUMANISTIC VALUES IN THE AGE OF ARTIFICIAL INTELLIGENCE

Abstract

This article examines how artificial intelligence (AI) is changing schools. It also looks at the fundamental role of teachers and the need to preserve, cultivate, and transmit human values in a digital world. Schools around the world are using smart technology for teaching, testing, and communication. This has led to a real revolution and concern at the same time. People fear that this technology is damaging our care for others, alienating us from our sense of right and wrong, and pushing aside real human contact. The study used a qualitative methodology with many types of data. It examined school rules. It conducted discussions with primary and secondary school teachers. It also observed classes that make extensive use of technology. The results show that digital tools help. They make learning more accessible. They can be adapted to each individual and they are fast. However, digital tools make it difficult for students to participate in real discussions, express their thoughts, and have real conversations. It is difficult for them to develop and think about ethical issues. Teachers have an important role to play in this. They are a bridge, a safety net. They can transform the possibilities of technology into teaching methods that show respect, include all children, and create a sense of what is right and wrong. The study identifies a clear need for more teacher training. This training should include digital ethics, the cultivation of critical thinking, and the integration of humanistic pedagogy into courses that use digital technology. The document concludes with a key point. In the age of artificial intelligence, the development of schools requires a balanced combination of digital literacy and humanities education. When digital technology has become an integral part of everyday life, students must not only learn how to use digital tools correctly, but must also learn to have the ability to correctly judge the information they receive and be very selective about how they use digital technology. For this reason, schools must design comprehensive systems and methods that support the continuous training and professional development of teachers, so that they too can respond effectively to these new technological challenges and the effects of digital technology. In that sense, however, teachers have to be conscious of their role as the sole instructors of their students in matters concerning the ethical dimensions and dangers of abusing technology, such as respect for privacy, responsible communication, and appropriate conduct on the Web. In that sense, however, teachers have to be conscious of their role as the sole instructors of their students in matters concerning the ethical dimensions and dangers of abusing technology, such as respect for privacy, responsible communication, and appropriate conduct on the Web. At the same time, it has to be realised that education does not – and should not – depend on digital media alone. Schools need to ensure that learning remains firmly tied to human values such as empathy, cooperation, and respect for diversity. In this respect, the schools will create a balanced and enriching educational experience for students, where technology will represent a tool that will enhance learning without losing the important human relationships and ethical thinking.