Philosophy of Education in the Era of Disruption: Repositioning Teachers and Students Amidst the Tide of Global Change

A’imatul Kutbaniyah; Innayatul Magfirah; Muhammad Asrori

doi:10.31943/afkarjournal.v9i4.2610

Authors

A’imatul Kutbaniyah Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia
Innayatul Magfirah Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia
Muhammad Asrori Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia

DOI:

https://doi.org/10.31943/afkarjournal.v9i4.2610

Keywords:

Philosophy of Education, Era of Disruption, Repositioning of Teachers, Learning Autonomy, Digital Literacy

Abstract

This article examines the repositioning of the roles of teachers and students in facing the challenges of the era of disruption marked by technological advances, digitalization, and globalization. Through a philosophical approach to education, this paper highlights the need to redefine the educational relationship between teachers and students so that it remains humanistic and adaptive to the changing times. Teachers no longer act as the primary source of information but rather as facilitators of values, character mentors, and agents of educational transformation. Meanwhile, students are positioned as active subjects with high learning autonomy, supported by digital literacy and critical thinking skills. This study employs a qualitative method with a literature review approach to formulate relevant conceptual ideas. The results of the study indicate that the integration of philosophical values such as humanism, existentialism, and pragmatism can form an educational system that is more reflective, inclusive, and resilient in facing global challenges. Thus, education is not only required to adapt technically but must also be able to maintain values, ethical direction, and the meaning of humanity amid the wave of disruption.

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