| Summary: | In the context of digitalization, the existing educational paradigms are being transformed. Transformational processes are associated with the solution of essential problems at key nodes that are significant for the construction of the entire paradigmatic series. As such, the nodes in this study, the values, goals, and results of education, the content of education were considered, and the issues of implementation of the student-centered educational paradigm that was relevant for them in the context of digitalization were identified. The most important are the questions about the image of a person, which determines the direction of pedagogical efforts, about the place of eternal universal values rooted in human culture, among other value orientations of education, about the criteria for the selection of content and the representation in its structure of the personal experience of students and teachers, about didactically significant specifics of electronic media of content. The dialogue character of the educational content and interaction in the educational process, determined by the culture, is emphasized. A comparative analysis of knowledge-oriented, personality-oriented, and digital educational paradigms in the given key nodes has been carried out. The role of the teacher as a subject of a personality-oriented educational process, acting here in two guises: professional and personal, is noted. The problems and risks associated with the weakening of the personal approach in education are formulated.
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