The Covid-19 pandemic had lasting impacts on education worldwide and some of its effects have been recorded in the bibliographic production on the subject: the deepening of social and school inequalities, the generalization of technological mediations for the pedagogical link and the growing importance of educational technology (Edtech) companies, in addition to the important role of global coordination developed by international organizations. Although none of these elements constitutes a new phenomenon, the relationships between them and the particular forms they assumed in the post-pandemic scenario require an expanded under-standing that allows us to reconstruct, in the dynamics between form and content, the meanings of a new educational project with hegemonic aspirations in contemporary capitalism. We argue that the conversation between international agencies and business organizations points toward the standardization of an increasingly digital school format with a strong business pres-ence in the definition of not only the technological tools used in public education but also in the purposes and contents of the same. In this article, we propose to follow a path that, stem-ming from previous studies on the performance of the World Bank as a global organizer of the educational agenda in the periphery of capitalism, allows us to build global cooperation networks with strong business advocacy that propose digital transformation as the axis of post-pandemic education.