Postdigital Learning for a Changing Higher Education

Abstract This article draws upon the authors’ previous work on opportunities and challenges learners face as they move into, through, out of transitional learning spaces. The authors argue that equipping students to locate themselves with/in tensions is imperative, especially in postdigital environments. Teaching ways enable acknowledge their ‘will learn’ understand liminal can prompt distress disjunction or ability think differently discussed. begins by examining relationship between liminal, offers an Integrated Model Transitional Learning Spaces, presents different types disjunctions. It then explores how navigate concludes arguing for a need focus changing higher education landscape.