1 Enhancing digital lifelong learning: what factors matter for education and training institutions? Marguerite Wotto * , Sujit Kumar Basak ** , Paul Bélanger *** wotto.marguerite@uqam.ca * , sujitbasakmca@gmail.com ** , belanger.paul@uqam.ca *** Centre interdisciplinaire de recherches et développement sur l’éducation et la formation tout au long de la vie (CIRDEF) Faculty of Educational Sciences Université du Québec à Montréal (UQAM) Canada Abstract Considering the multifaceted development of lifelong learning, the spread of digital uses, and their influence on the social and individual transformation, this paper analyses factors that could influence digital lifelong learning and affect institutions involved in this emerging field. From an in-depth literature review, it proposes a conceptual framework of digital learning factors that could help to articulate digital learning implementation issues in both formal and non-formal lifelong learning and training institutions. Keywords –Digital Learning, Education, Factors, Framework, Learning, Lifelong learning and Learning Training Institutions INTRODUCTION Digital learning (DL) is the term which is increasingly replacing e-learning. It concerns the use of information and communication technology (ICT) in open and distance learning (OPL) and contributes significantly to the improvement of living conditions and sustainable development (Podlacha et al., 2016). It also matters with all particular aspects of ICT that can support and enhance teaching and learning (OECD, 2005). Therefore, ICT is not only a trend, but also a culture and attitude (Grace, 2006), then a powerful tool for lifelong learning (LLL) and continuous education. The European Commission in Brussels (2000), as cited in Rubenson (2002), states that “Lifelong learning is no longer one aspect of education and training; it must become the guiding principle for the provision and participation across the full continuum of learning contexts”. Similarly Schuller and Watson (2009) also states that, “Lifelong learning includes people of all ages learning in a variety of contexts – in educational institutions, at work, at home and through leisure activities. It focuses mainly on adults returning to organized learning rather than on the initial period of education or on incidental learning”. LLL refers as a board set of beliefs, aims, and strategies centered on the tenet of learning opportunities accessible for all, irrespective of age and social status (OECD, 1996). The implementation for such educational settings is crucial to raise skills, both of citizens in society and of the active population at work place. LLL improves common knowledge about global and local issues and thus promote a fairer society. It contributes also to continuous professional development of the active population, thus improving autonomy and internal flexibility. Then, it offers the possibility to upgrade skills for less-prosperous people who might otherwise face unstable work, low wages or unemployment (Nesbit et al., 2007). As Bélanger (2016) states, the reality of learning and education is no longer limited to institutionalized education or as a preparatory phase of adult life course. Alheit (1994:284) observed that “Contemporary life courses seem to have become more difficult: the phases of life one normally anticipate – traditional – life plans – have lost clear contours they may have, and may even cease to exist ”. In the perspective of transformation, a developmental learning involves a sustainable process which happens through time and space (Meacham, 1997 as cited in Caffarella, ibid:4). What factors could influence this process? This article is trying to answer this question by distinguishing five parts. It presents firstly the problematic, secondly the research question, thirdly the methodology, fourthly a literature review about concepts and factors which can affect learning and our analytical framework and, fifthly, our discussion of the issue. PROBLEM STATEMENT A rapid spread of technology and Internet use, as well as changes in society and in the labour market, is shaping new issues and challenges for learners, for society and, education institutions. Digital revolution increases exponentially access to ICT and global interconnectedness while having a great influence on wages and productivity in labour market and workplaces (Human Development Report, 2015). The enormous potential of emerging ICT gathers more than 7 billion mobile cellular worldwide subscriptions according to the International Telecommunication Union in 2015. In addition, this organization indicates that globally 3.2 billion people are using the Internet, of which 2 billion are from developing countries. Cloud technology, advanced robotics and