<p>Digital education in Pacific Island Countries (PICs) has been influenced by structures, policies, and funding from the Minority World. However, these promised opportunities fail to account for a context of diversity and culture in PICs contributing to unsustainable educational practices. Drawing from a study on the sustainability of Technology-Enhanced Learning (TEL), this paper examines case studies from an urban and a rural Fijian primary school. We propose a Critical–Ecological Framework as an analytical lens that integrates insights from Critical Theory and Ecological Systems Theory to examine how power, culture, and structure shape TEL in context. The framework highlights how cultural relevance, resource constraints, and partnerships mediate technology use, emphasising that postdigital education must be locally grounded rather than imported. This research contributes to postdigital education in the Majority World by offering evidence-based insights that challenge dominant Minority one-size-fits-all narratives and by advocating postdigital strategies that advance equity, transformation, and local educational sovereignty across Pacific contexts.</p>