The Power of Words in the Digital Age: The Transformative Role and Innovative Approaches of the Philologist-Teacher

Abstract

This paper explores the evolving role of the philologist-teacher in the Digital Age, emphasizing how linguistic practices, educational technologies, and societal changes intersect to redefine traditional pedagogical paradigms. It begins with a conceptual discussion of how digital communication has transformed language, emphasizing its cultural, social, and emotional impact on individuals and communities. The paper then examines the renewed relevance of philology as a field—rooted in textual interpretation and humanistic inquiry—highlighting its expanded scope across linguistics, language philosophy, and digital discourse. The central focus is the philologist-teacher’s transformative role in navigating digital literacy, multimodal communication, and innovative teaching strategies. Key concepts such as gamification, blended learning, and collaborative web-based projects are analyzed for their effectiveness in promoting student-centered learning. The paper also scrutinizes the pedagogical implications of neologisms and informal digital language, as well as the challenges posed by social media, textual overload, and miscommunication in virtual spaces. The conclusion offers a vision of the philologist as a “tech-enhanced mixed rhetorician,” balancing tradition with innovation. Ultimately, the study affirms the indispensable relevance of philological expertise in the development of critical digital competencies, ethical discourse, and resilient human communication frameworks in a technologically mediated world.