This opening chapter sets the context in which the book is going to explore how higher education is being transformed by the digital transformation, artificial intelligence and new types of academic inclusion under the conditions of global context, particularly in the Global South and in Morocco. It frames the volume, within the interdisciplinary intersections of education, communication, and digital governance, between the pedagogical innovations on the one hand, and the policy changes that are redefining learning ecosystems on the other hand. The chapter summarizes the major arguments in the field of digital pedagogy, epistemic equity, and decolonization of knowledge and is the conceptual framework that connects the micro domain of classroom activity to the macro one of institutional and governmental digitalization strategies. It also provides the organization of the book, breaking it in parts that explore the AI-assisted instruction, digital literacy, and regulation of educational technology. The introduction unites theory, policy, and practice to argue that the digital university cannot be understood without taking into consideration the global and local processes by showing how both developing and postcolonial worlds continue to prioritize issues of digital inclusion and educational justice.