Objectives: This contribution explores how educational sciences can evolve by integrating post- and decolonial perspectives, particularly in the context of the Anthropocene. We challenge the conventional separation of human, nature, and culture, arguing instead for their interdependence. By incorporating insights from Planetary Studies, we critically examine the role of non-human actors within ecological, technological, and social systems, questioning power structures in knowledge production. Theoretical Framework: Our theoretical approach is rooted in post- and decolonial perspectives, which critique dominant Western paradigms and call for a reassessment of the human-nature-digital technology-AI dichotomy. The inclusion of Planetary Studies broadens this analysis, problematizing anthropocentric biases and emphasizing the agency of non-human entities—such as animals, ecosystems, AI, and technological infrastructures—in educational discourse. This framework encourages a shift towards a planetary consciousness that acknowledges complex interrelations beyond human-centered narratives. Methodology and Data Sources: By the help of theories of global transformations like AI and climate change as well as on post-and decolonial theory, we provide an insight into how education and educational materials could be envisioned differently. By integrating Planetary Studies, we extend our analysis to non-human agency and planetary interdependencies, critically assessing how educational systems construct and disseminate knowledge. This approach also interrogates the ethical and epistemological implications of digital technology and AI in education. Results: Preliminary findings reveal significant tensions in integrating post- and decolonial perspectives into educational theories, particularly regarding access to and control over knowledge. Rather than reinforcing a colonial desire for more knowledge, this study critically reflects on its limitations while identifying potential pathways for developing methodologies that recognize the entanglement of nature, culture, technology, and AI. The inclusion of Planetary Studies underscores the need for an educational paradigm shift that incorporates more-than-human perspectives. This challenges dominant epistemologies that prioritize human agency while neglecting the influence of non-human entities in planetary and technological systems. By embracing these perspectives, educational practices can be reimagined to foster critical, reflexive, and ethically responsible approaches to learning within the Anthropocene.

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