This position paper explores educational topics, methodological issues, and near-future prospects of learning approaches for next-generation cyber-physical systems (NG-CPSs). It first reviews major epistemic and methodological innovations and discusses a move toward post-disciplinary and transdisciplinary education. NG-CPSs are considered both as objects of education and as enablers of education. The paper critically examines the pedagogical inclusion of AI in CPSs education, the future of online learning, and the challenges of preparing for lifelong education. Six propositions are presented that highlight the importance of (i) exploiting the dual nature of NG-CPSs, (ii) thinking in knowledge spaces to foster disciplinary synthesis, (iii) integrating artificial intelligence paradigms into the evolution of NG-CPSs, (iv) including post-disciplinary research in education programs for NG-CPSs, (v) involving civil stakeholders strategically in NG-CPSs education, and (vi) implementing immediate andragogic innovation in the context of NG-CPSs. The paper argues that generations of CPSs increasingly influence public infrastructure, governance, healthcare, environmental sustainability, and daily life. It concludes that post-disciplinary and transdisciplinary CPSs education is essential and cannot simply be a linear extension of disciplinary engineering education. Therefore, it requires extensive exploration and constructive research.