This chapter explores the complex relationships between Postdigital education, geopolitics, and children’s futures in the age of the Anthropocene. It recognises the uncertainty surrounding the digital spaces that humans occupy. The theories and concepts of postdigital education, a pluriversal approach, posthumanism, and new materialism challenge the traditional distinctions between human and machine learning, and between technology and human or real-world actions. This understanding emphasises the need to study how geopolitics manifest in a digital pluriverse without borders or divisions between human and non-human actors. There are warnings about the uncritical adoption of AI or other digital tools, which could worsen inequalities and lead to a new form of digitized colonization without physical barriers to hinder its progress. Instead of succumbing to contemporary concerns about modern childhoods being negatively impacted by smartphones or social media, this chapter suggests turning towards long-held Indigenous knowledge and the transformative concept of a literacy of matter and all its relational opportunities for learning, thus challenging the prevailing focus on supercapitalism or outdated standardization of education.