It is well recognised that digital technologies will continue to be developed and will emerge over the coming decades. For education, this means that uses of those emerging digital technologies will need to be explored and identified, as many digital technologies are not created for educational purposes, but are applied once they are accessible to those in education. Finding ways to use future digital technologies is likely to require an increasing systemic approach, as those digital technologies are likely to have the potential to affect ways and places for educational endeavour. Whilst the future holds uncertainties, it is likely that learners, teachers, parents and guardians, and advisers and policy makers will rely upon behaviours that accommodate systemic concerns, thinking about uses and outcomes beyond the digital technologies themselves, and that consider criticality, inquisitiveness, applicability to the individual, being selective, and context.