The Relevance of Educational Philosophy in Curriculum Development in the Digital Era

Koko Winata; Mahlil Nurul Ihsan; Asep Spriyadi; Afeefa Binti Aminuddin

doi:10.55927/mudima.v6i3.14

Authors

Koko Winata STAI Sabili Bandung, Jawa Barat
Mahlil Nurul Ihsan STAI Sabili Bandung, Jawa Barat
Asep Spriyadi STAI Sabili Bandung, Jawa Barat
Afeefa Binti Aminuddin Universiti Kebangsaan Malaysia

DOI:

https://doi.org/10.55927/mudima.v6i3.14

Keywords:

Educational Philosophy, Curriculum Development, Digital Era

Abstract

The rapid advancement of digital technology necessitates the revision of curricula capable of accommodating 21st-century competencies. This study aims to examine the relevance of educational philosophy as a conceptual foundation in the curriculum formulation process in the digital era. Using a qualitative-descriptive approach, the research reviews classical and contemporary literature related to educational philosophy, curriculum development theories, and the dynamics of educational digitalisation. The findings indicate that educational philosophy continues to play a fundamental role in establishing the orientation, core values, and objectives of curricula. Progressivism and constructivism are particularly significant in promoting curriculum renewal that emphasises competence mastery, active learning, and the utilisation of technology to foster students’ creativity, collaboration, and digital literacy. Meanwhile, a humanistic approach provides an ethical basis for designing student-centred curricula that preserve human values amid the digital transformation. This study underscores that curriculum development in the digital era requires profound philosophical reflection to ensure that educational policies and practices remain aligned with essential educational goals. Based on these findings, the study recommends strengthening the integration of educational philosophy principles into national curriculum policies and enhancing educators’ capacities to implement digital transformation inclusively and meaningfully

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