This study explores teaching practices in an Innovative Learning Environment (ILE) with the attempt to examine the student-centred ideal emphasised in these kinds of postdigital classrooms. Rather than treating student-centredness as a self-evident pedagogical aim, we explore it through entanglements of human and non-human actors in one lesson analysed iteratively using explanatory sequential research design. Building on Bernstein’s concepts of classification and framing, the first step of analysis investigated how power and control were negotiated within the ILE classroom, where spatial and material flexibility challenged traditional practices. Thereafter, a sociomaterial analysis targeted how humans and material intra-acted attributing agency in shaping postdigital classroom entanglements. The findings show how social, spatial, and material boundaries shape power dynamics and agency. It emphasises the complex, shifting interplay of teacher-student roles in postdigital pedagogy advocating a pragmatic rather than idealised student-centred use of ILEs. Spatial competence involves understanding how boundaries—whether physical or symbolic—can empower or exclude. Teachers play a key role in scaffolding students towards spatial co-regulation, enabling autonomy and response-ability. By extending sociomaterial and postdigital perspectives, the study reveals how agency and authority develop within ILE classrooms, including ongoing safety concerns. The study contributes to discussions on the implications of ILEs for power relations, agency, and student-centred learning in the postdigital era.