This chapter examines how the postdigital knowledge society reshapes education by dissolving the boundary between digital and social life, but also reconfiguring what counts as knowledge and who holds authority to define it. Drawing on fieldwork in Polish schools and the broader Central and Eastern European context, it shows how digital infrastructures intensify inequalities while producing new forms of learner subjectivity that oscillate between compliance, reversive practices, and affective identification with digital publics. The analysis reveals how neoliberal, nationalist, and algorithmic logics intersect in schooling, positioning students simultaneously as entrepreneurial subjects, data and consumers of globalized epistemic regimes. The chapter argues that education in the postdigital age is less about technological adaptation than about negotiating equity within infrastructures that both enable and constrain democratic possibilities.