Transdisciplinary Supersymmetry: Generative AI in the Vector Space of Postdigital Humanism

Rusudan Makhachashvili, Ivan Semenist

In the study we explore the evolving landscape of digital multimodality and its implications for transdisciplinary communication in education. It is examined how digital literacy integrates multidisciplinary and multimodal approaches, fostering embodied transdisciplinarity that transcends traditional boundaries in the age of AI.

As a product of modern civilization, the digital reality has become an independent format of being. Accordingly, electronic media act not only as a means of transmitting information, but also reveal their own world-creating, meaning-making and, as a consequence, communicative potential. The global digital realm and AI models stand as an integral environment, demanding new cognition and perception ways via complex philosophic, cultural, social, linguistic approaches, providing unlimited opportunities for human intellect, communicative development and research.

Transdisciplinary communication in digital education represents a transformative trend for humanity, reshaping the way disciplines interact and collaborate. The core concept of transdisciplinarity hinges on dialogue—bridging disciplinary divides to create new frameworks for knowledge transfer. This evolution moves beyond digital humanism and digital humanities, progressing toward post-humanity and post-disciplinarity, where rigid disciplinary boundaries dissolve in favor of interconnected knowledge systems.

The context of the erupted military intervention in Ukraine and the ensuing information warfare in various digital ambients (social media, news coverage, digital communications), the specific value is allocated to the enhanced role of digital humanism as a tool of the internationally broadcast strife for freedom and sovereignty.

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