Abstract
As climate disruption, violent conflict, and digital transformation increasingly intersect, education faces the challenge of preparing learners for crises shaped by ecological forces and sociotechnical infrastructures. While constructivist and critical pedagogies emphasize inquiry and learner agency, they have not consistently theorized the postdigital conditions under which knowledge is produced, circulated, and governed. This article advances postdigital constructivist pedagogy as a theoretically grounded rearticulation of constructivist learning under conditions of datafication, algorithmic mediation, platform capitalism, and uneven technological access. It argues that constructivist learning must be refined to address how digital and analog infrastructures shape epistemic authority, participation, and agency in climate and peace education. It develops an integrative framework foregrounding critical digital literacy, ethical engagement with educational technologies, and praxis-oriented learning, and concludes with implications for curriculum design and teacher education.