Lifelong learning, with the help of digital technology, possesses the capacity to offer individual significant advantages to individual learners. This paper examines both the diverse approaches to lifelong learning and the digital tools available to promote these strategies. The paper contains a review of some of the main articles pertaining to the fields of constructivism, digital technology, and the process of lifelong learning. Specifically, the authors intend to critically evaluate the utilization of rapidly developing digital technologies, such as computers, tablets, and mobile devices, within lifelong learning and their role as tools in promoting access to both practical and theoretical knowledge and in facilitating the communication of ideas within a global network, as per the constructivist approach. Hence, this article relies upon a specific definition of lifelong learning and an exploration of the notional foundation of what comprises lifelong learning and the environment in which their knowledge acquisition occurs. Thus, a framework for the present research is established wherein peer-reviewed studies concerning the use of social media by lifelong learners is explored, and extrapolating from the dual tenets of professional development and adult learning theory. Moreover, the authors additionally examine approaches to the notion of PLEs (personal learning environments) and PLNs (personal learning networks) as related to the selection of relevant lifelong learning strategies. The discussion is exemplified by cases ranging from video platforms to blogs and is simultaneously multidisciplinary and spanning diverse fields. Each example has applicability for lifelong learning and represents the characteristics of constructivism and its support within a web-based learning environment. It is thereby suggesting that effective and meaningful strategies supportive of the lifelong learning lifestyle can be achieved via welldesigned PLEs and PLNs.

This study’s primary aim is to validate a research instrument in Iraqi Kurdistan middle and secondary schools to explore learners’ perspectives concerning social constructivist learning environments and e-learning outcomes. The research instrument was updated and devised based on Aldridge, Fraser, Taylor, and Chen's (Aldridge et al., International Journal of Science Education 22:37–55, 2000) Constructivist Learning Environment (CLES) Survey. Additionally, it also contains two newly developed rating scales that have been taken from Luckay and Laugksch (Luckay and Laugksch, Research in Science Education 45:1–22, 2015), and a perceived e-learning outcomes scale adopted from Sultan, Woods, and Koo (Sultan et al., Educational Technology and Society 14:149–163, 2011). The instrument included seven prominent social constructivist learning dimensions and plus perceived e-learning outcomes, namely: Respect for Difference, Learner Investigation, Critical Voice, Learner Negotiation, Individual Relevance, Shared Control, Uncertainty and Perceived e-Learning Outcomes. For this study, empirical data were gathered from 1289 upper primary and secondary school students in the Iraqi Kurdistan Region. The research instrument possessed factor structure, discriminant validity, and internal consistency reliability based on the results of data analysis. Consequently, the validity and reliability of Arabic language and Kurdish language versions of the survey were verified. Hence, the principal data are sufficient for additional empirical research involving path model evaluation in order to discern any correlations between the variables included in the research model.

This study will examine the primary characteristics of traditional assessment while outlining the benefits, limitations, and possibilities of computer-based assessment (CBA) concerning education. It will also assess the emerging technology regarding item writing in terms of achievement tests, along with the diverse approaches for item development. Further, numerous studies have focused on CBA’s benefits for the classic methods of assessment. As noted by Molnár and Csapó (2018), information and communication technologies, computers in particular, significantly affect the development of educational examination from the quantitative as well as qualitative perspectives (Molnár & Csapó, 2018). Although CBA offers efficient examinations compared to traditional methods such as PP or face-to-face assessment, numerous CBA stages can be detected in PP’s transition to third-generation CBA concerning the educational context. While the first generation CBA made less use of technology with its items, primarily multiple-choice, as well as tests being fixed and similar to PP tests and items, the second generation CBA tasks involved multimedia elements that made adaptive testing feasible, Moreover, the third generation CBA tasks ensured that complicated constructs could also be assessed such as the 21st-century skills through simulation, interaction, dynamically changing items, as well as cooperation (see Csapó & Molnár, 2017). Apart from the item and test development options, technology opens a new arena through storing and assessing contextual data, known as educational data mining, learning analytics, or logfile analyses, which indicates a diverse analytical form. Considering the numerous advantages, the crucial assessments in the coming future may be implemented through a technological environment.

The organization of Akhism (Ahilik) is an example of non-formal education, established on Anatolian soil in the 13th century. With its women's branch—Bajiyan-ı Rum/Bacılık/sisterhood—it aims to educate women professionally and helps women contribute to society. It is expected from women and men to be good and moral individuals, tradesmen, craftsmen, or traders. By doing their jobs well, they managed to achieve economic stability in society. Women were given the opportunity to have entrepreneurial characteristics in the community and to do their best in line with their own abilities. Akhism/Bacılık system affected the Turkish states and education systems established on Anatolian lands. The effect also continues today. In this chapter, which is a literature review, what the Akhism/Bajiyan-ı Rum system is, its place in the vocational education of women, and its effect on today were discussed.