We might analyze the assertion that we are currently experiencing one of the major technical revolutions since the shift from oral to print and book-based teaching to dramatize the issues at stake. Similar to how the shift to print literacy and book culture required a fundamental restructuring of education, the current technological revolution in today’s globalized society also calls for new curricula, pedagogy, literacies, practices, and aspirations. In the light of history, it is now feasible to realize that modern education serves as a foundation for industrial civilization and minimal citizenship in a representative democracy where the people merely watch media spectacles. Nonetheless, the needs of the growing global economy, culture, and polity necessitate a more knowledgeable, engaged, and active workforce and citizenship, and as a result, education will play a larger role and face more problems. According to Freire (2010), the “banking concept” of education—in which professors deposit knowledge into passive students—has been integral to modern education. This notion fosters conformity, subordination, normalization, and regurgitation. These characteristics are becoming irrelevant in a postindustrial, networked world where employment demands new skills, engagement in emerging social and political environments, and interaction in fresh cultural and daily life forms.