In this chapter, I address digitalization as a technological process embedded in social, political, and historical interrelations. Following a short introduction on digital cultures, I look at the genealogy of the terms Post-Digital and Post-Internet as discursive markers, originating in the field of art theory. Both terms are then extended through discussing four theses with a focus on aesthetic dimensions: (1) distributed artworks, (2) hybrid subjects, (3) fluid materiality, and (4) blind spots. Each thesis will lead to a proposition for art education research in the context of digital cultures.

Concepts such as Post-Digital and Post-Internet act as symptomatic descriptors of digitally permeated cultures. Starting from a broad understanding of digitality in its societal and cultural-historical interdependencies, both terms are first introduced and afterward extended through the discussion of four theses, with a particular emphasis on aesthetic aspects. Elaborating on (1) distributed artworks, (2) hybrid subjects, (3) fluid materiality, and (4) blind spots, each thesis leads to a proposition for art education dealing with digital cultures. The chapter concludes by highlighting art education’s potential in reflecting on digital cultures and in developing new models and methods for practical application.