THEORY OF DIGITAL EDUCATION

Abstract

The rapid digitisation of learning environments presents an urgent imperative to re-evaluate traditional instructional theories. This paper presents a synthesis of the Theory of Digital Education, establishing a conceptual framework that harmonises Connectivism, Cognitive Load Theory (CLT) in digital spaces, and Digital Pedagogical Competencies. Using a systematic narrative review method, we examine how technology acts not merely as a conduit for information delivery, but as an active cognitive node and structural dynamic in human learning.