<![CDATA[The rapid development of digital technology has significantly transformed human life, particularly in communication, social interaction, and the ways knowledge is accessed and developed. On the one hand, technology provides convenience, efficiency, and broader access to information. On the other hand, it also generates various challenges, including individualism, alienation, declining quality of interpersonal relationships, and weakening moral awareness in the use of digital technology. This article aims to examine the humanization of digital technology through the perspective of Immanuel Kant's philosophy of education as a normative foundation for promoting technology that remains oriented toward human values. This study employs a qualitative research method using a library research approach. The data were collected from Immanuel Kant's philosophical works, books on philosophy, and scholarly articles concerning philosophy of technology, education, and digital society. Data were analyzed descriptively and analytically through processes of data reduction, interpretation, and synthesis of relevant literature. The findings indicate that technology is fundamentally a product of human rationality and an inseparable part of modern civilization. Nevertheless, the dominance of efficiency and instrumental rationality tends to transform humans from subjects into objects of technology, giving rise to individualism and social alienation. In response to these challenges, Immanuel Kant's philosophy of education provides a framework for the humanization of technology by cultivating rational, moral, and responsible individuals. This humanization is realized through four educational principles proposed by Kant: discipline, moral education, skill development, and socialization. These principles constitute a conceptual framework that enables technology to remain a means of human development while preserving human dignity, freedom, and moral responsibility in the digital age. ]]>
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