Zanetti, LucaMendonça, DinaDemozzi, Silvia2026-03-022026-03-022025-09-302525-5061PURE: 155129606PURE UUID: f36628d5-a796-47ec-924f-31a73f9f7660ORCID: /0000-0001-6757-2327/work/194229232WOS: 001596162900001http://hdl.handle.net/10362/200790UID/00183/2025 https://doi.org/10.54499/UID/00183/2025This article explores key elements necessary to adopt a critical stance toward the ongoing digital transformation in education, focusing on how the Philosophy for Children (P4C) methodology can support a healthy transition that fosters collaborative and inclusive thinking. To illustrate these claims, the paper presents an Erasmus+ Project called EACH, describing its development and initial outcomes, including the application of newly developed materials in kindergarten settings. The findings suggest that sustainable education stands to benefit significantly from becoming a central concern in digital transformation processes, particularly in promoting collaboration and inclusivity within pedagogical practices. After outlining the project, highlighting key insights from its initial theoretical report, and reporting on first-stage implementations in Portugal, Poland, and Italy, the paper concludes by identifying promising areas for future research aimed at reinforcing a humanistic approach to digital transformation in education.24792046engPhilosophy for childrenSustainabilityDigital transformationCollaborative thinkingInclusive Educationjournal article10.12957/childphilo.2025.92395https://www.e-publicacoes.uerj.br/childhood/article/view/92395