This introduction will explore the relevant literature on enactive processes, critical ontology, and faculty agency in relation to the digitization of education [1]. This section begins with a review of the enactive process, and its roots in Heideggerian philosophical perspective of reflexive self examination and continues with an analysis of the critical ontological approach and its implications on digitization and pedagogical practice. Finally, this section introduces the submissions for this special issue and their unique contribution to the critical discourse surrounding technology and education.