This brief piece has two purposes: to reflect on the argument in "What's the Problem Now?" (Bass, 2020) in light of the events of the past two years and to give that essay's core argument--that the problem of learning in higher education is a wicked problem--a more practical grounding for how it can shape the work of educational developers going forward. For the latter especially, the argument builds off of the outstanding articles that have been selected for this issue, which provide a set of both pragmatic and visionary responses for the role of educational developers in supporting the next phase of transformation made possible by the changes undergone in the pandemic adaptation.