Iranian Journal of Sociology

Rethinking Learning in the Posthuman Age: A Systematic Integrative Review

Authors

ensieh heidari 1
Aliakbar Tajmazinani 2

1 PhD Student, Faculty of Social Sciences, Allameh Tabataba'i University, Tehran, Iran.

2 Associate Professor, Department of Cooperatives and Social Welfare, Faculty of Social Sciences, Allameh Tabataba'i University, Tehran, Iran.

10.22034/jsi.2026.2098103.1854
Abstract
Emerging technologies have transformed learning; yet educational research still treats technology as neutral and overlooks its profound consequences for well-being. This study aims to reconstruct the transformation of the concept of learning through a posthumanist lens and to draw out its implications for redefining educational welfare policies. Using an integrative systematic review (PRISMA 2020), the study analyzed 27 sources. The findings reveal three paradigmatic shifts: from an instrumental view to a networked view, and then to a data-driven–political view. Four major gaps were also identified: neglect of the political economy of educational technology, erasure of local cultures, weak analysis of intersectionalities, and a shortage of longitudinal studies. The article argues that learning in the cyborg era is an embodied, data-driven, and power-laden phenomenon, and that redefining it carries concrete implications for welfare: data justice, cognitive rights, the teacher as a critical mediator, and family and community participation.

Keywords

Cyborg Learning
Technological Citizenship
Social Welfare
Cognitive Rights
Data Justice
Subjects

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