“…Phenomena such as misinformation, radicalisation, toxicity, harassment and abuse, along with the growing need to ensure user rights, data rights, data security and data literacy (among others), are becoming increasingly latent and visible in our society. From a post-digital perspective (Safonov and Mayakovskaya, 2020), the shift in the global educational technology discourse highlights the need for new technical and critical perspectives which could address the changing relationship between technologies, humanism, and education. Among others, that could mean that an institutionalized apparatus through which the integration of emerging educational technologies is governed, managed, used, and produced to achieve the expected educational goals might need to be critically revised.…”