About some problems of AI and digitalization in domestic education

   Introduction. The reasons for the emergence of such metaphors in the field of education as «competency factory», «one-button people», «people are a food resource», «people are the new oil», «human capital» are analyzed.

   Purpose setting. This study seeks to examine the transformation of national education by modern technologies into what has been termed a «competency factory», a producer of «one-button people», or the «new oil» of the labour market. It further aims to assess the adverse effects of this paradigm on individual development, critical-thinking skills, and ethical formation. Additionally, the research explores how technology-driven increases in the standardisation and predictability of professional training may undermine education’s ties to universal human values and contribute to their devaluation.

   Methodology and methods of the study. The research methodology is interdisciplinary and includes socio-philosophical analysis, analysis of pedagogical and organizational-methodological innovations in education, and a study of the speeches of politicians and speakers setting the agenda for digitization of education.

   Results. It is argued that instead of the mythical «one-button people», there is a pressing need for «system architects», «analysts», «creators», and «strategists.» These are specialists capable of deeply understanding the workings of complex systems, effectively managing them, solving unconventional problems, quickly adapting to change, and generating new ideas. This myth completely ignores the evolution of required skills, shifting the emphasis from routine actions to cognitive and social abilities.

   Conclusion. Digital technologies are fundamentally reshaping education, unlocking new avenues for enhancing the efficiency and accessibility of learning. However, our research has uncovered significant risks tied to the trend of reducing education to a «competency factory», which risks producing «one-button individuals». Such an approach endangers the personal dimension of education, weakens critical thinking skills, and undermines core human values. There is now a pressing need to critically assess the role of technology, ensuring that the core mission of education – cultivating well-rounded individuals in balance with technological progress – remains intact.

1. Chernykh S. I. Strategies for the development of learning in the field of digital culture formation. Philosophy of education, 2025, vol. 25, no. 2, pp. 115–127. DOI: 10.15372/PHE20250208 (in Russ.)

2. Takiullin T. R. The Impact of Digitalization on the Education System. Young scientist, 2021, no. 47 (389), pp. 5–8. URL: https://moluch.ru/archive/389/85723 (in Russ.)

3. Mansurova S. E. Information reality: gains and losses of the digital transformation of education. Philosophy of education, 2025, vol. 25, no. 1, pp. 5–19. DOI: 10.15372/PHE20250101 (in Russ.)

4. Korol, A. D., Bushmanova, E. A. Artificial Intelligence in the Mirror of Education: The Problem of Dialogue. Higher Education in Russia, 2025, vol. 34, no. 2, pp. 125–135. DOI: 10.31992/0869-3617-2025-34-2-125-135; EDN: PBTQXG (in Russ.)

5. Martynova M. D. Educational analytics in the educational process: where is big data leading us? Social norms and practices, 2024, no. 4. URL: https://cyberleninka.ru/article/n/uchebnaya-analitika-v-obrazovatelnom-protsesse-kuda-nas-vedut-bolshie-dannye (accessed 11. 25. 2025) (in Russ.)

6. Makarov V. L., Lugachev M. I. On the Waves of Digitalization. Bulletin of Moscow University. Series 6: Economics, 2019, no. 6, pp. 3–8. EDN: SXYXPO. (in Russ.)