Making learning an integral part of life is increasingly important for both individuals and businesses, and digital technology enhances this possibility. Digital learning can happen in and outside of schools, in the workplace, on social networks or through self-directed problem-solving and exploration. How we design and create innovative social-technical learning environments is a complicated decision with profound implications on the formation of attitudes that will affect how people approach learning throughout their lives.

The digital age has enabled the creation study digital life of a more personalized approach to education and has increased the access to information. Students can explore a variety of educational materials through online resources and adaptive technologies permit them to progress at their own pace to address any gaps in understanding and presenting challenges for advanced learners. This flexibility is a crucial aspect of the connectivism learning theory that is focused on collaborative inquiry-based learning which is facilitated by digital platforms and tools.

However, these new possibilities raise important questions about what is being learned, how it is being learned and who is actually doing the learning. Digital learning could also raise new issues like cybersecurity, data privacy, and the potential for excessive screen time, which can result in digital fatigue and negatively impact physical health.

Digital learning is a major force behind the development of alternative models in education, skills, and signaling in global labor markets. Many public, private and non-profit organizations are testing new methods of delivering training and education. From bootcamps and microcredentials to microcredentials and Learning and Employment Records (LERs) They are experimenting with new ways to teach.