EDUCATION AND GLOBAL GOVERNANCE: CHALLENGES OF THE DIGITAL AGE

Abstract

The study examines the interrelationship between education and global governance, as well as
value-oriented governance in the digital age, particularly under conditions of crisis. In the context of
the contemporary global crisis, a new role of education in the governance of complex systems becomes
increasingly salient. Education functions simultaneously as a means of preparing actors of global governance and as an object of global regulation through standards, rankings, and transnational evaluation regimes. In the digital era, the key tasks of education include the development of systemic and critical thinking, the capacity to work with the future, to model development scenarios, and to act under conditions of uncertainty, which is crucial for global governance. At the same time, the use of artificial intelligence in education is becoming increasingly ambivalent: alongside personalization and efficiency, there emerge risks of cognitive simplification, reduced autonomy of thinking, and diminished depth of reflection. Thus, education is transforming into a space for the formation of agency, resilience, and governance competence, as well as into an instrument of “soft power.” At present, education becomes simultaneously a field and a mechanism of global governance, shaping both future modes of thinking and decision-making practices. The paper also highlights the importance of value orientation and ethical issues in contemporary education.