Postdigital educational development (re)frames education and development as an ecological, infrastructural, and geopolitical entanglement within hybrid knowledge ecologies. Rather than a linear model examining the ‘effect’ of technology on education, postdigital educational development exposes how power circulates through infrastructures, metrics, learning systems, and policies, and asks how education can cultivate ‘really useful knowledge’, ‘knowledge socialism’, and ‘a postdigital social contract’ towards social, epistemic, and planetary justice. Postdigital educational development is an ever-evolving socio-technical, epistemic, ecological, and geopolitical project that invites ongoing, rich, boundary-transcending, cross-sector dialogue aimed at careful, critical re-thinking of education and development in an increasingly interconnected, technologically mediated, yet increasingly fragmented world. It aligns methodologically with postdigital research that treats method and emancipation as inseparable, designing infrastructures and practices that materially enact cooperation. It emphasises interdependent practices of knowledge creation across human and more-than-human communities, consistent with the ethos of knowledge socialism and commons-oriented scholarship.