EVERYDAYNESS, DIGITALIZATION AND CREATIVITY IN THE EDUCATIONAL SPACE: AN ONTO-ANTHROPOLOGICAL ANALYSIS

Abstract

The article explores the interaction of everyday practices, digitalization, and creativity in the contemporary learning environment from an onto-anthropological perspective. It emphasizes that digital technologies serve not only as tools for learning but also as factors shaping students’ modes of being, cognitive and social practices, and creative self-expression. The study examines how physical, digital, and social environments integrate into the everyday practices of participants in the educational process, creating conditions for the development of autonomy, critical thinking, creative competencies, and adaptability in the context of constant change. Key dimensions of the learning environment are identified: physical, digital, and everyday practices, as well as the integrative effect of their combination, which forms a space conducive to the comprehensive development of personality. The analysis demonstrates that creativity in the digital environment acquires ontological significance: it shapes the student’s way of existence, enabling the construction of personal educational experiences, the creation of new meanings, and active engagement with informational flows and sociocultural resources. The article also highlights the role of the educator as a mentor and facilitator, guiding the learning process by balancing technological possibilities with humanistic values, while fostering autonomy and critical thinking. The research underscores that effective digital education requires harmonizing technological progress with personal development, integrating reflective practices, collaborative creativity, and social interaction. Findings show that combining physical, digital, and everyday practices promotes the formation of a holistic educational trajectory, the realization of students’ potential, and the development of their capacity for self-expression and co-creation of knowledge. The conclusions may serve as a methodological foundation for designing learning environments that stimulate the growth of autonomous, creative, and socially responsible individuals capable of active participation in contemporary information and digital contexts.