For 40 years, the Canadian Association for the Study of Adult Education has been instrumental in promoting debate on critical pedagogical approaches and sharing best practices in engaging in transformative education models. A few months into 2020, it became clear that not only were we in a new age--the digital age--identified by some as the Fourth Industrial Revolution (Schwab, 2021), but the rapid threat of the coronavirus and vaccine complications have resulted in a paradigmatic global shift in how we do "all the things." This paper argues that it is no longer useful or even relevant for critics to simply reject the digital world in its entirety now that it is firmly embedded as part of people's daily lives, drawing three main conclusions: (a) it is crucial that we build the new with the old, recognizing and valuing decades of critical pedagogical theorization and approaches that centre a power analysis and look to transformative social justice approaches; (b) the moment to deepen our transformative stance is also a moment of accepting the digital era in an "it's here, it's now--what's next?" framework; and (c) articulating how we understand digital critical pedagogy as a transformative approach that is about both doing--equipping learners with agility, fluency, and self-confidence to be in the digital world--and thinking--developing and applying a critical analytical social justice lens for understanding the doing as transformative. Given the rise in authoritarianism, adopting a critical digital pedagogy in contemporary democratic societies is vital to ensure future generations are not only easily digital but fluent and, importantly, critical.