More than ever before, NOW is the right time for digital communication and transnational learning to be embraced by all. This paper analytically reviewed the use of digital communication and transnational learning in the 21 st Century for transformative, evolving and mutually beneficial digital relations among institutions of higher learning. The study is anchored on the media richness Theory of computer mediated communication (CMC). Major findings show that although the use of digital communication for transnational learning is challenging, its benefits are enormous which include among others being smarter, faster and cheaper means of organizing a "globalized classroom" for educational development. The intending institutions should do the needful by way of deliberate efforts in putting all the modalities in place for its success. They should also include flexibility, initiative, social skills, productivity and leadership skills. The qualities of leading a positive adventurous life, resilience, creative problem-solving possessing unbridled freedom, tenacity of purpose, following one's natural curiosity and proclivity should be the hallmarks of the 21 st century teaching and digital media communication. It has been observed that many teachers in the 21 st century education are quite slow in updating themselves with the latest technologies and techniques of communication and teaching while some others do not see the need to undergo training in the use of technology for 21 st century communication, teaching and learning particularly for a trinational learning. Some universities, especially in Africa vis-à-vis Nigeria are doing little or nothing to key into this exciting and rewarding form of communication and learning in the globalized society. Every university that intends to embark on digital communication and transnational learning should have a differentiator, value-added proposition or flagship point and work assiduously to improve and sustain it.