Distance Education and Lifelong Learning: Pathways for Teacher Training in the 21st Century

Objective: This study aims to understand the potential of the concept of lifelong learning in the context of educators’ continuing education, mediated by digital technologies and Distance Education (DE), focusing on promoting continuous learning to meet the demands of an ever-changing educational landscape. Theoretical Framework: The research is grounded in the contributions of Paulo Freire, who values critical and collaborative learning, and Malcolm Knowles, with his andragogy theory emphasizing autonomy and active participation in the learning process. Concepts such as DE and the use of digital technologies are explored to contextualize the theme. Method: The qualitative and exploratory methodology included a bibliographic review and documentary analysis of 39 articles extracted from the Scielo database, selected based on descriptors related to lifelong learning and teachers’ continuing education. Results and Discussion: The results show that digital technologies and DE are essential for democratizing access to continuing education, enabling greater flexibility and collaboration. However, ethical and certification challenges remain as barriers to effective implementation. Research Implications: This study provides insights for pedagogical practices and educational policies, emphasizing the role of digital technologies in strengthening continuous learning and educators’ professional development. Originality/Value: The research contributes by highlighting the potential of digital technologies in the educational context, offering an innovative approach to teachers’ continuing education.