The global landscape of education and research is increasingly recognizing the enduring impacts of colonialism on knowledge systems and pedagogical practices. This has spurred a significant movement towards decolonization, aiming to dismantle historical power imbalances and promote inclusivity across all aspects of learning and knowledge creation. Simultaneously, the rise of digital technologies has introduced new methodologies for organizing, analysing, and disseminating information. Among these, digital ontology and digital humanities stand out as potentially transformative tools in the pursuit of a more equitable and representative academic sphere. This paper investigates the definition of digital ontology and its capacity to contribute to the decolonization of the education system, reading practices, and research methodologies. Furthermore, it examines the role of digital humanities in advancing this critical agenda. The analysis draws upon a range of reliable sources to explore the intricate relationship between these concepts and their implications for facilitating a decolonized academic environment.
