Filsafat Pendidikan Anak Usia Dini Dalam Perspektif Manajemen Mutu Dan Transformasi Digital Guru

Objective: Objective: This article aims to conceptually examine the position of early childhood education (ECE) teachers' digital transformation within the framework of educational philosophy and quality management of ECE services, addressing the gap between technical studies on teachers' digital competence and the philosophical foundation of early childhood education. Methods: A library research (studi kepustakaan) approach was used, reviewing classical educational philosophy literature (Dewey, Piaget, Vygotsky, Montessori, Langeveld, Ki Hadjar Dewantara) together with national and international journal articles (2020–2025) on ECE teachers' digital competence, analyzed through qualitative content analysis. Results: Teachers' digital transformation cannot be reduced to technical skill; it must be situated within a philosophical framework that places the child as an active subject of education, and functions as an input and process component within the quality management of ECE services. Novelty: This article offers a conceptual framework linking educational philosophy, the aims of ECE, teachers' digital competence, and quality management, an integration largely absent from prior technical-empirical studies on ECE teachers' digital transformation.