This paper uses Levitas's (2013) 'utopia as method' as a way to approach the histories of digital education and its utopian possibilities. The themes of emergence, openness and desire are woven through the three modes of Levitas's method. First, an archaeological analysis considers the relationship between digital education, lifelong learning and utopia in the political programmes of UNESCO, OECD and the UK government. Second, Levitas's 'utopia as ontology' considers how critical digital education might help move us from the paradigm of the locked-down 'data subject' within a human capital model of education toward emergent and more-than-human ways of understanding. Third, the method's architectural phase is used to explore how a future for digital education might be imagined through the themes of ecopedagogy, diversity of knowledge and the end of institutions. The paper argues that the new twenty-first century utopian imagination might help us to imagine and build better futures for digital education.