The research aims to determine the specifics of using digital transformation within the educational system and institutions. The authors employ comparative analysis to identify the characteristics of digital transformation within the educational system, considering the value variability in the polarized significance of the computer-algorithmic focus of transformation development, as well as the traditional importance of people in determining the nature of changes in educational methodologies. The authors determine that communication culture in educational institutions is built on the continuity of digital transformation as a social construct with the central value placed on the human as an individual. The use of digital transformation within the educational system of local economic conditions in educational organizations underscores the relevance of the need for adaptable educational methodologies toward technological reinforcement of individual learning needs. Digital transformation ensures the social continuity of the socially significant context of educational methodologies in general and in specific formats (based on the existing theoretical and practical foundation of educational organizations) through effective material-economic transformation of digital communications in multifactorial educational formats. These formats consider the intersystem continuity of traditional and digital learning, where the latter makes it possible to involve a technical-computer algorithm as an educational agent, personalizing the educational context to the current needs of learners.