Epistemic Disruptions in Digital Learning

The rapid integration of digital technologies into educational ecosystems has precipitated a fundamentalshift not merely in pedagogical delivery but in the ontological and epistemic structures of learning itself.This paper investigates the phenomenon of ”epistemic disruption” within digital learning environments(DLEs), positing that the architecture of digital interfaces, algorithmic curation, and artificial intelligencedoes not serve as a neutral conduit for knowledge but actively reconfigures the nature of truth, authority, andcognitive acquisition. Moving beyond the technocratic discourse of efficiency and accessibility, this studyemploys a critical philosophical framework synthesizing Actor-Network Theory (ANT) and post-digitalepistemology to analyze how DLEs fragment linear narrative structures, externalize memory functions, anddisplace the teacher as the primary epistemic arbiter. The methodology involves a theoretical triangulationof critical data studies, cognitive science literature regarding digital neuroplasticity, and a sociotechnicalanalysis of Learning Management Systems (LMS) and Generative AI integration.