The crises we are confronted with in our world today require an epistemic shift from knowing more and more about less and less towards an inquiry and understanding of the phenomena in their worldly connections and what they mean for life on planet earth. This involves a fundamental shift in our understanding of learning toward a problem-oriented, situated and participatory conception of learning as a worlding practice. Digital technologies give new possibilities to expand the practices of learning. However, they are inherently political and transform our practices of learning in contradictory ways. Learning as a worlding practice with digital technologies requires therefore also digital confinement. It requires to expand our imagination and to take the learning content and the preconditions of learning as a worlding practice as the central principles for arranging, shaping and organizing our practices of learning.