<![CDATA[Digitization of Education has changed the way learners acquire knowledge, interact, and build learning experiences. On the one hand, this transformation expands access to information and learning innovation, but on the other hand raises challenges in the form of instant learning culture, the spread of disinformation, the dominance of digital media algorithms, and the decline in students’ reflective abilities. This study aims to analyze the dynamics of Reconstructionist thinking in the development of critical education in the era of digitization of Education. The research uses the method of literature studies with a qualitative approach through the analysis of various books, scientific articles, and relevant research results on Reconstructionism, critical education, and digitization of Education. The results of the synthesis show that through the reconstruction of George S. Counts and Paulo Freire, the digitization of education can be transformed from a mere means of information transfer into an emancipatory medium that encourages dialogue, critical reflection and social transformation. Reconstructionism not only positions technology as a learning tool, but also as a critical digital literacy realization space that allows learners to test the validity of information, understand the influence of digital algorithms, and use technology ethically and humanely. This study also confirms the importance of the role of teachers as facilitators of dialogue that connects the use of technology with the development of social awareness of learners. Thus, the success of education in the digital age is not only determined by the level of mastery of technology, but by the ability of learners to develop critical awareness, social responsibility, and active participation in facing various community problems.]]>
