The digitalization of education can radically change the essence of education as a space of communication, dialogue, socialization, forming not only knowledge but social skills as well. The goal of the study is to characterize and systematize social and anthropological risks of digitalization of educational institutions. The study is based on existential-axiological approach which concerns principles of safety communicative-educational environment as a phenomenon of e-culture. Besides this, the study included pilot expert interviews of the educators working in digital education environment. It was concluded that despite the general positive background of the questionnaire answers, experts do not deny the presence of certain risks including the risks associated with information security. Study of main risk factors associated with the ICTs in education showed that the risk-related socio-psychological consequences of digitalization could cause behavioral disorders including asocial and self-destructive mindsets, Internet addiction, nomophobia, escapism, absorption in virtual worlds etc. It is suggested that to overcome the riskogenic factors, it is necessary to develop a system of safe communicative and educational environment for secondary and high education systems, following the impact of digitalization. That will allow effective monitoring of riskogenic factors and selecting the most effective forms of learning, taking into account individualization of students' educational trajectories.