This Open Access book explores the evolving dynamics of postdigital learning in Central and Eastern Europe (CEE), offering a comprehensive ethnographic and discursive analysis. Through an exploration of educational media - including traditional tools and AI-driven technologies - it examines how public schooling, identity formation and neoliberal influences intersect within post-transitional societies.Focusing on Poland, this study investigates the interplay between national identity, European integration and shifting educational paradigms amid conservative and neoliberal currents. Drawing on fieldwork conducted between 2022 and 2024 in high schools in Gdansk, the book presents empirical insights from ethnographic research, critical discourse analysis and interviews with students and teachers. It captures the tensions between passive knowledge transfer and the incidental, technology-mediated learning habits of iGen youth.By weaving theoretical perspectives with firsthand observations, this book illuminates the ways in which education is being reshaped in the postdigital knowledge society. It invites readers to reconsider how schools, policies, and digital media together define the emerging landscape of learning, identity, and knowledge production in the 21st century.

This Open Access book explores the evolving dynamics of postdigital learning in Central and Eastern Europe (CEE), offering a comprehensive ethnographic and discursive analysis. Through an exploration of educational media - including traditional tools and AI-driven technologies - it examines how public schooling, identity formation and neoliberal influences intersect within post-transitional societies.Focusing on Poland, this study investigates the interplay between national identity, European integration and shifting educational paradigms amid conservative and neoliberal currents. Drawing on fieldwork conducted between 2022 and 2024 in high schools in Gdansk, the book presents empirical insights from ethnographic research, critical discourse analysis and interviews with students and teachers. It captures the tensions between passive knowledge transfer and the incidental, technology-mediated learning habits of iGen youth.By weaving theoretical perspectives with firsthand observations, this book illuminates the ways in which education is being reshaped in the postdigital knowledge society. It invites readers to reconsider how schools, policies, and digital media together define the emerging landscape of learning, identity, and knowledge production in the 21st century.