Emilio, o De la Educación, a work written in French in 1762 by the Genevan Jean Jacques Rousseau (1712-1778), has been the object of both passion and criticism. Assuming this situation, in the pedagogical field this is neither the first document that attempts to study it, nor the only one that addresses its contributions in the 21st century. I must admit that, probably, this is not the best either. However, its destiny is worth appreciating because it is different from the rest in its form and content. Addressed to all those people who are interested in education, when in the process of educating one feels intrigue to the point of absorption, Emile, Sofia and the technologies of language will facilitate reflection. Ultimately, I am interested in motivating and provoking change towards social transformation with passion, or at least with the same passion with which this work has been written. From here, its elaboration has been directed considering two objectives. The first focuses on analyzing the work of Emile in itself, basing its validity in education. The aim here is not to convince or defend, but rather to place the 19th century approaches useful for today's digital society under the perspective of the 21st century. This is a need that responds through criticism of late modernity or postmodernity, to a world that, due to omnipresent technology, seems to have forgotten fundamental notions in a citizenship considered democratic. On the other hand, and for the above, the second objective transfers the children and young people Emilio and Sofia to current times. Due to its pedagogical nature, Emilio presents an underlined validity in the study plans of future education professionals. For the same reason, education as a specific communication process leads to paying attention to the lives of its protagonists intertwined under the technologies of language. It was already underlined by McLuhan and his son that in the electronic era, information services alter human identity, leaving entire populations without personal values. Emilio and Sofia live this current situation with new tools, opening channels towards hope and illusion from diversity. Taking a step back through the analysis of a work published in 1762 with 21st century lenses means taking a step forward in the history of education through educational technology. For this reason, writing is not done to learn from past mistakes and not repeat them, but rather, coinciding with Yuval N. Harari, to offer new possibilities by clinging to the person who, from his experience, suggested that another way of educating is possible. The impact of his approaches had repercussions on the New School movement in Spain at the end of the 19th century, which is why the exercise of simulating, with a global view, the rebirth of Emilio and Sofía has been carried out, taking Spain as the country of origin and landing locally. The first chapter contains the starting point to direct the reader towards the rest of the work, taking Emilio and Sofía as protagonists. To do so, the importance of Emilio and the text analysis procedure are pedagogically based. The results obtained focus on iconographic detail and, finally, on the faces of Emilio and Sofía obtained from image generators based on artificial intelligence. It must be understood that, unless gender is explicitly referred to in a binary way (male-female), Emilio's contributions on "man" concern the person, regardless of their gender. Through artificial intelligence, the children's faces confirm this equal treatment worked on in the first chapter. In the second and third chapters, attention is paid to the education of Emilio and Sofía. In doing so, Rousseau's approaches are analyzed and from here they are transferred to the present day. At this point, a question of territory should be noted. Emilio and Sofía are presented as located in Spain as a geographical space of growth, but they also participate in cyberspace, which makes them digital citizens. The fourth chapter addresses the new modes of communication and their impact on both through language technologies. As Thomas Robert suggested, on the occasion of the three hundredth anniversary of Rousseau's birth, the production of natural language is the result of adding to the human machine its realization as a person. The complexity of the educational fact in Emilio, or On Education is overcome when one looks at nature. However, in the 18th century, the world was understood under Newton's classical mechanics. Today, the exercise of educating Emilio and Sofia looking at nature is governed by quantum mechanics where Einstein's theories, hand in hand with Max Planck, take on special relevance. I have no doubt that the advances in knowledge and technology, in the sciences of nature, health, social sciences and the humanities lead to parallel universes, pushing for change. Computational engineering, in turn, assumes linguistic universals to better understand how human beings think and to apply it to artificial intelligence. The last chapter addresses these advances in particular. With optimism, I direct my arguments towards emerging technologies, interpreted as extensions of human beings, inviting structural changes in order to promote supportive contexts under responsibility and social justice. And when responsibility falls on everyone, the person, as a human being, has a name to recognize their identity. In the case at hand, they are called Emilio and Sofia. Both take on the long-awaited task of demonstrating this responsibility as digital citizens. They, who were born and live in Spain as a simulation, become active members of global actions. In this direction, I take the Genevan's pedagogy interpreted from Emilio and develop a modest work that, in the form of a concert, assumes in unison the seventeen sustainable development goals (SDG) set out in the 2030 Agenda of the United Nations Organization.