Through one virtual and three in-person interactive sessions, the Provocations Revisited feature of the CIES 2025 Conference used thought provocateurs (conveners and panelists) to challenge conventional ideas in comparative and international education (CIE) and incite dialogue on what rapid technological advancement and connectivity mean for CIE. A primary purpose of the CIE field is to foster cross-cultural understanding, academic scholarship, and societal development through the international study of educational issues, ideas, systems, and practices (Kubow and Jin 2023). However, the dizzying pace of political, environmental, cultural, and socioeconomic change has created a “shock digitization” of science complicated by digital illiteracy of researchers (Chigisheva et al. 2021). Digital and social inequalities worldwide render certain subgroups significantly more vulnerable: “digital disconnect” has meant that those with less digital opportunity and skill have less engagement with, and benefit less from, digital technology usage (Helsper 2021). What does the digital turn mean for culture and research, as well as the teaching and learning of international perspectives (Kergel et al. 2018; Kubow et al. 2023)? CIE has acquired routinized ways to legitimate its academic identity that may not permit excitement about, or preparation for, the future (Cowen 2023). Because of “the sudden perception that the future is now and cannot be put off much longer” (Cowen 2023, 326), the digital age necessitates consideration of how CIE is helping or hindering knowledge production and learning, how CIE involvement might be made more inclusive, and what digitization means and holds for CIE. The provocations that follow offer an ideascape of challenges and opportunities for CIE as we consider where our Society may be heading.