Under the multidimensional influence of digital technology, higher education, while reaping the benefits of technology, also faces multiple developmental crises. These are primarily manifested in the “absence” of the human presence in higher education, the obscuring of its human - centred nature, and the threat of its values being deeply undermined by technological “colonization”. The reasons for these crises are the result of both objective and subjective factors. On the one hand, the digitization of elements and the dig? itization of life have accelerated the “digital crisis” in higher education; on the other hand, people have forgotten the nature of digital technology, and become passive adaptors to it, thus overshadowing and even discarding the inherent values of education. Based on the perspective of otherness, perceiving digital technology as an external entity and human beings as technologically integrated beings, is essential to escape the “monopoly of technology” and “technocentric egoism”. Faced with the “digital crisis”,higher education should overcome the barriers of technological dominance, enhance the human - centred nature of technology - assisted teaching, and stimulate the benevolent dimension of digital governance.