This is the second instalment of a special section exploring the pedagogies—classroom and otherwise—associated with mobilities scholarship. As we discussed in the previous introduction (Transfers 13.1/2), the collocation of mobility and pedagogy is by no means a one-way street when it comes to innovation since, in several instances, novel theories and methodologies have emerged directly out of classroom teaching rather than the other way around.1 This dynamic was apparent in the discussions that took place at the first-ever conference dedicated to mobility pedagogy, which took place at Waterloo University, Canada, in 2018 (see Nicholson, 13.1), and is evidenced here in several articles across the two issues.2 As we discussed previously, the field's reputation for innovative methodologies is often the link between research and teaching, and the variety of applications continues to grow. In this special section introduction, we have therefore taken the opportunity to reflect upon some possible new directions for mobilities and pedagogy that take account of not only topical theoretical and political debates but also the pedagogic practices that may, themselves, inspire new research and “real-world” applications. In particular, we share some reflections on the way in which the concept of mobility justice, as first advanced by Mimi Sheller in 2018, lends a new dimension to mobility pedagogies and connects with research and teaching on social justice more broadly.3