The goal is to substantiate the possibility of using the culture-centered paradigm of education as the basis for the development of education in the era of the fourth industrial revolution, which forms a person with a technocratic mindset, aimed at forming a person not only as a carrier of knowledge, but also as a carrier of values and traditions. Methods. The structural and functional approach was used as the methodological basis of the research, which made it possible to identify the main

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... ds in the development of modern civilization, which actualize the need to form a culture-centered paradigm of education. The use of structural-functional and systemic approaches made it possible to identify the dialectical relationship between education, economy and quality of life. Results. The fourth industrial revolution, based on the digital economy, actualizes the problem of forming a new person. One of the mechanisms for solving this problem is education, the main development trends of which must meet the realities of our time. The main task of education is to prepare a person with creative thinking who has innovative professional competencies - the competencies of the XXI century. In connection with the above-mentioned modern trends, it is necessary to raise the question of the paradigm of education development. Each epoch in the history of mankind creates its own paradigms for the development of education. However, it should be borne in mind that different educational paradigms may exist in the same era, replacing each other. Conclusions. The analysis of existing paradigms allows the authors to prove that the basis of education in the era of the fourth industrial revolution should be a culture-centered paradigm as a reflection of various aspects of human life, which implements its content and functions in the "values-positions-knowledge-skills" scheme.