Digital technology has revolutionized educational fields, especially amid Covid-19. For the most part, some practitioners focus on new educational technology trends, whereas some problems and challenges remain in relation to the rapid technology changes, such as internet access connectivity in some remote areas, and other issues concerning student affective domains as reported that cheating is on the rise during Covid-19 (The Guardian,  2021) which becomes a serious threat to academic integrity. This phenomenon seems to need attention that technologies should not only the focus of learning. This paper attempts 1) to delve deeper into humanism in education; as well as 2)  to figure out how to integrate humanistic values into digital education. The research uses qualitative descriptive method as it focuses on analyzing the written materials in context. This attempts to describe and interpret the objects in accordance with the phenomenon descriptively. Then, the content analysis is employed in selecting and analyzing related materials, as well as drawing a proper conclusion. It is shown that: 1) humanistic education (also called ‘person-centered education’), founded by Abraham Maslow (1902) and Carl Rogers (1902), is centered on human nature, and it considers that learning is not just about intellect, but also social and affective aspects. Some of the significant principles are: felt concerns, the whole individual, self-evaluation, teacher as a facilitator, environmental ethics. 2) ‘Digital humanism’ must be outlined in which learning technology must be humanistically oriented. This research concludes with the importance of creating humanistic education with high-quality digital humans.