The concept of student workload has become central in European university discourse through the implementation of the Bologna Process. Through the European Credit Transfer and Accumulation System (ECTS), it aims to standardize the measurement of student workload across European higher education. Scholars have highlighted limitations in this approach, particularly its inability to fully capture the complexities of student workload. Departing from such a response, we conducted a mixed-method case study, building our analysis on perspectives from Posthumanism and Actor-Network Theory, which offer a holistic and nuanced framework for understanding student workload. By conceptualising workload as a dynamic network of relational actants, this approach moves beyond previous conceptions. It also foregrounds the student as a complex individual whose agency is central to the construction of workload. Through this lens, student workload is not a fixed entity but a process of becoming, shaped by interactions both within and beyond the formal learning environment. Posthumanist perspectives thus allow for a richer understanding of the student as a whole person. This model provides valuable insights for institutional and educational discourse, as well as future research, highlighting the need for a more nuanced understanding of student workload.