There has been renewed interest in the significance of care, connection, and relationships as a means to respond to uncaring marketised conceptions of higher education. Expanding on this, theorists have begun to elaborate the concept of relational pedagogies, adopting posthuman-inflected ideas to consider the role of the more-than-human when thinking about relations within teaching and learning. This entry explores the intersection of relational pedagogies with postdigital scholarship. Postdigital relational pedagogies enable educators to look in new ways at the presence and agency of digital technologies, as actors that are entangled and constitutive of the everyday relational connections of higher education.