The psychology of learning is a fragmented field characterized by significant theoretical tensions, particularly between individual-centered approaches (behaviorism, cognitive theories) and sociocultural frameworks (Vygotskian, cultural–historical, and critical perspectives). While behaviorist and cognitive paradigms have historically conceptualized learning as internal, individual processes measurable and transferable across contexts, sociocultural theories argue that learning is inherently situated, mediated by cultural artifacts, and embedded within social relations. The emergence of digital technologies and AI-driven personalized education further intensifies these debates, raising concerns around inequality, cultural standardization, and instrumentalization of learning. Posthumanist theories challenge anthropocentric assumptions, emphasizing relational agency among human and nonhuman actors. The future of learning theory demands critical reflection on pedagogical practices and technological integration, recognizing learning as a deeply contextual, relational, and culturally mediated process. Scholars propose an integrated socio-material approach emphasizing human entanglement with technological and material environments.