<p>This article offers a critical analysis of Turkey’s Future Classroom Initiative (FCI), positioning it as a national-scale experiment in postdigital educational redesign. It investigates how the model engineer’s socio-techno-spatial affordances facilitate a shift from transmissive to agentic learning, while critically examining the constitutive tensions emerging from this transformation. To achieve this, I construct a theoretical framework that bridges Gibson’s ecological psychology, Norman’s design principles, and contemporary postdigital theory, arguing that the FCI represents a tangible effort to materialize new action possibilities for twenty-first-century learning. My methodology involves a synthesis of Turkey’s official policy documents, implementation reports, and localized empirical studies with parallel European case studies and foundational theoretical literature. The analysis reveals that while the FCI’s tripartite design, integrating pedagogy, space, and technology, successfully embeds potent affordances for collaboration, creativity, and student agency, its realization is contingent upon the recalibration of deeply ingrained institutional scripts and teacher identities. The study consequently navigates a quintessential postdigital paradox: seeking to foster fluid, human-centric learning through systematic, large-scale engineering. This study contributes a significant, non-Western case to the global discourse on innovative learning environments, offering critical insights into the affordances, entanglements, and unforeseen consequences of designing educational futures.</p>