We live at the dawn of the hyper-technological era. Digital innovation is becoming increasingly intertwined with the biological dimension, influencing our languages, emotions and thoughts. The transformations of the relationship between human being and machine are triggering scientific-humanistic reflections useful for developing new paradigms of interpretation of an extended reality that overlaps the physical and virtual worlds. The human being is projected into an onlife dimension, where ICTs increasingly influence who we are, how we socialise, how we conceive reality and how we interact with it. Four major transformations emerge as a result: the blurring of the distinction between reality and virtuality; the blurring of the distinction between human being, machine and nature; the inversion from scarcity to abundance of information; and the shift from the primacy of things, properties and binary relationships in their own right, to the primacy of interactions, processes and networks (Floridi, 2014). Pedagogy of adolescence, in particular, has the mandate to provide specific studies and research to learn more about the human beings transformations and learning processes in the age of development by taking an interdisciplinary look at the fluctuations of a liquid society.