The research explores the transformative epistemological potentials of digital education fostered with information systems. It takes the current developments of Massive Open Online Courses (MOOCs) as case baseline, for a cross-disciplinary discussion in the phenomenological trends. With existing threats and risks in the digital realm, the chapter focuses on the education-centered vantage point in the discussions. The methodology proposed focuses on the cognitive advantages for learning efficacy with digital facilitation. Elements of institutional management have been considered in intellectual properties and scientific assets. Digitization as intermediate artefacts in education serves both for in-person and digital classroom settings. Case studies are reported based on an astronomy MOOC, and the case effects have demonstrated the educational outreach efficacy of digital facilitation. The chapter concludes that infrastructural upgrades in the education sector’s information system is healthy investment. Education equality through digitization is limited for underdeveloped low-income population, and governmental and humanitarian supports are needed. Scientific paradigm shift in the information and telecommunication age calls for the overdue paradigm shift in education, and tautological paradigm shifts are needed with the changing media. Education innovation involves deep social and governmental topics, and digital education’s potentials in fostering critical thinking skills of the learners largely determine the future directions.Keywords: education equality; information infrastructure; media psychology; security; visual ontology.JEL Classification: E02; F01; H44; H83; I25; I28.Cite this chapter:Pachankis, Y. I. (2023). Information Epistemology in Digital Learning. In L., Nicola-Gavrilă (Ed), Digital Future in Education: Paradoxes, Hopes and Realities (34 - 43 pp.). ISBN: 978-606-95516-1-5. In Book Series Socio-Economics, Research, Innovation and Technologies (SERITHA), ISSN: 3008-4237. https://doi.org/10.57017/SERITHA.2023.DFE.ch2Chapter’s history:Received 14th of February, 2023; Revised 7th of April, 2023; Accepted for publication 20th of May, 2023; Published 30th of September, 2023.