<![CDATA[Purpose: This study aims to analyze the urgency of reconstructing Educational Foundations in addressing educational disruption in the digital era and to propose a multidimensional conceptual framework for strengthening Educational Foundations in higher education.Research Methodology: This study employed a qualitative library research design through a systematic review of academic journal articles, books, and policy documents indexed in Google Scholar, DOAJ, Scopus, and ScienceDirect. The selected literature was analyzed using qualitative content analysis to identify, categorize, and synthesize major themes related to educational disruption, digital transformation, and the future direction of Educational Foundations.Results: The findings identified four interrelated dimensions requiring reconstruction: philosophical, sociological, pedagogical, and digital ethical perspectives. The analysis also revealed that Educational Foundations courses remain predominantly theoretical and insufficiently responsive to contemporary educational challenges, including digital inequality, limited digital literacy, curriculum transformation, digital ethics, and the evolving role of teachers in the Society 5.0 era.Conclusions: Educational Foundations should be reconstructed as an integrated and multidimensional framework that combines humanistic values, digital literacy, reflective pedagogy, digital citizenship, and teacher professional competence to support adaptive, future-oriented, and humanistic education.Limitations: This study is limited by its reliance on secondary data and conceptual analysis without empirical field validation. Contributions: This study provides a comprehensive conceptual framework that can support curriculum development, teacher education programs, and educational policymaking while promoting more adaptive, reflective, and humanistic educational practices for twenty-first-century learning.]]>
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