In the context of the profound transformations in higher education learning ecologies brought about by the proliferation of postdigital environments, there is an urgent need for a more holistic, relational, and ethically responsive approach to reimagining learning spaces. This paper proposes a novel pluriversal framework, grounded in relational ontologies and pluriverse thinking, to address this need. Through a critical literature review, conceptual development, and speculative fabulation, the framework articulates four key principles for reconceptualizing learning spaces as dynamic, co-constituted ecologies: (1) entangled becomings, (2) pluriversal imaginaries, (3) sympoietic assemblages, and (4) reciprocal accountabilities. These principles challenge dominant Western-centric paradigms and offer a transformative vision for the future of learning and teaching practice ecologies. The framework has significant implications for the design of architectural, urban, and landscape configurations of learning spaces, calling for more fluid, adaptable, and responsive environments that foster inclusivity, collaboration, and transformative learning experiences. By embracing a pluriversal perspective, the framework opens up new possibilities for creating vibrant, equitable, and regenerative learning environments that nurture the development of learners as whole beings, deeply connected to themselves, each other, and the wider world.