Abstract
The article presents a theoretical study of the transformation of subjectivity in higher education under conditions of digitalization. Its framework combines Bruno Latour’s actor-network theory with an approach defined as the pedagogical ontology of language. Language is treated not only as a means of describing educational reality but also as a mechanism of its constitution, norm-setting and infrastructural organization. The paper argues that the digital educational environment should be understood as a network of heterogeneous actants including platforms, interfaces, algorithms, regulations, metrics, assessment rubrics and communication formats. In such an environment, language functions not as an external accompaniment to digital processes but as a condition of their reproducibility and governability. On this basis, the article proposes a typology of subjectivity transformation that includes delegated, standardized and distributed subjectivity. It is shown that digitalization changes not only the technical organization of education but also modes of pedagogical presence, forms of responsibility, the structure of educational interaction and the regimes of knowledge legitimation. The practical significance of the study lies in the possibility of applying the proposed framework to the design of university digital platforms, educational programmes and models of pedagogical communication that take into account the risks of hyper-standardization and reduction of subjectivity.
Keywords
- philosophy of education
- digital education
- pedagogical ontology of language
- actor-network theory
- subjectivity
- digital educational environment
- educational infrastructure
- language of education
- digital pedagogy
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