This chapter examines how learning is constituted through discursive practices in schools, policy frameworks, and educational media within the postdigital knowledge society. Drawing on ethnographic research in two Polish schools, it highlights the tensions between official discourses of competence, assessment, and digital transformation, and students’ lived experiences. The analysis shows how technologies, including AI, are integrated into schooling in ways that largely reinforce existing hierarchies and assessment logics, rather than fostering inquiry or critical engagement. Ultimately, the chapter argues that schooling reconfigures learning into a form of endurance and procedural compliance, exposing the fragility of reform agendas and the limits of education’s emancipatory promise.