This book has traced how learning unfolds in the postdigital condition—both at school and within the wider postdigital knowledge society. In schools, education is saturated by technological infrastructures, but also constrained by pedagogical traditions that reproduce narrow hierarchies of knowledge (Klus-Stańska, 2012). What policy documents and research literature often describe as “digital transformation” (Fawns, 2022; Knox, 2019; Williamson, 2017) emerges less as rupture than as intensification. Neoliberal logics of human capital acquire new force through digital mediation. In the broadly understood postdigital knowledge society, these dynamics are extended and strengthened. Algorithms, platforms, and data economies not only shape what counts as knowledge but also determine whose voices are amplified and which subjectivities are legitimized. In both contexts, recognition and authority are increasingly governed by technological infrastructures rather than dialogic or democratic processes.