This article explores the intersections between the German concept of Bildung and the emerging discourse on Postdigitalität (postdigitality). The text first outlines the historical development and theoretical foundations of Bildung and postdigitality, providing a descriptive overview of their conceptual trajectories. It then analyses contemporary debates on subjectivity, autonomy, and education under postdigital conditions, presenting relational, transactional, aesthetic, and critical approaches. The entry concludes by framing postdigital Bildung as an ongoing conceptual exploratory movement rather than a fixed theory.