Edutropia in the postdigital condition: A normative reconfiguration of digital didactics beyond neoliberal rationalities

Digital technologies have become infrastructural to contemporary education, reshaping pedagogy, institutional governance, and processes of subject formation. This article frames digital didactics as a philosophical problem of normativity under postdigital conditions: what educational purposes are enacted through platformised, datafied, and AI-mediated practices, and what kinds of subjects do these arrangements invite or compel? Against instrumental and solutionist framings of ‘what works,’ I propose edutropia as a normative horizon for rethinking digital didactics as ethical-political judgement and sociomaterial mediation. The argument proceeds through (1) a genealogy of digital didactics and its recurring alignment with rationalities of efficiency and control, (2) a postdigital reframing of technologies as sociomaterial assemblages traversed by power relations, and (3) a set of edutropic didactic turns oriented toward formation, mediation, and ethical responsibility.