Over the last decade, the concept of “digital pedagogy” has successfully entered the scientific discourse. It should be recognized that at the moment there is no unambiguous, consensus interpretation of it. This is largely due to the evolution of meanings put by different authors into the concept of “digital pedagogy”. Initially, digital pedagogy was associated with the forced application of computer technologies in the educational process - automated learning systems, specialized software and hardware tools, etc. It was at this time that the conditions for radical changes and the emergence of the phenomenon that can be identified as “digital pedagogy” in the modern educational environment were formed. The most important properties of this environment are the digital transformation of the economy and society, permanent changeability (hypervolatility). At present, the subject of digital pedagogy incorporates the problems of analyzing the effectiveness of digital and non-digital (traditional) methods in the educational process, searching for their optimal combination. Of particular importance are the models of predicting the consequences for future states of society, a significant part of which will be people educated with the help of digital pedagogy methods. The models and methods of evolutionary game theory, dating back to the ideas of J. Maynard Smith, can become a constructive tool for studying the regularities of the development of digital pedagogy and its incorporation into the educational system of modern society. These models can describe and study the strategic interaction between universities of different types (digital, traditional, hybrid, blended learning etc.), on the one hand, and students with different systems of individual target attitudes, on the other. The proposed model can be directly applied in solving the problems of overcoming the conflict of expectations and goals. This conflict is caused by the contradiction between what universities can teach and what students want and can learn.