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The main argument behind this paper is learning in the digital age should not be restricted to creating digital infrastructures for supporting current forms of learning nor taking schools in their current form as God-given, natural entities, but changing current forms of education by developing new frameworks and socio-technical environments for making learning an integral part of life. The authors provide a framework for this argumentation as well as a call-to-action for research on the co-evolution of learning, media, and learning organizations.

This paper theoretically and argumentatively explores the core assumption that the digitalization of society results in challenges and opportunities for learning and education based on fundamental transformations (Collins and Halverson, 2009; Fischer et al., 2020).

The digital age greatly enhances the opportunities and supports the necessity for “making learning a part of life”. But while the growth of technology is certain, the inevitability of any particular future is not. The impact of schooling goes beyond that new information about computers, the Internet, and social media are integrated into the schools of today. The transformation of schools needs to be informed by an understanding of the impact of mindset formation that will determine people's approach to learning for the rest of their lives. The authors’ framework is focused on moving “beyond gift-wrapping” by not only fixing and existing systems but to change them and not only reforming but transforming them.

It is the authors’ hope that this article will be of interest to many stakeholders (including learners, teachers, curriculum designers, technology experts, parents, and politicians) and provide a foundation for an ongoing debate and informed actions for “Making Learning a Part of Life” in the digital age.

With the advancement of technology, microlearning has emerged as a promising method to improve the efficacy of teaching and learning. This study aims to investigate the document types, volume, growth trajectory, geographic contribution, coauthor relationships, prominent authors, research groups, influential documents and publication outlets in the microlearning literature.

We adapt the PRISMA guidelines to assess the eligibility of 297 Scopus-indexed documents from 2002 to 2021. Each was manually labeled by educational level. Descriptive statistics and science mapping were conducted to highlight relevant objects and their patterns in the knowledge base.

This study confirms the increasing trend of microlearning publications over the last two decades, with conference papers dominating the microlearning literature (178 documents, 59.86%). Despite global contributions, a concentrated effort from scholars in 15 countries (22.39%) yielded 68.8% of all documents, while the remaining papers were dispersed across 52 other nations (77.61%). Another significant finding is that most documents pertain to three educational level categories: lifelong learning, higher education and all educational levels. In addition, this research highlights six key themes in the microlearning domain, encompassing (1) Design and evaluation of mobile learning, (2) Microlearning adaptation in MOOCs, (3) Language teaching and learning, (4) Workflow of a microlearning system, (5) Microlearning content design, (6) Health competence and health behaviors. Other aspects analyzed in this study include the most prominent authors, research groups, documents and references.

The finding represents all topics at various educational levels to offer a comprehensive view of the knowledge base.

The literature includes several studies that define different critical success factors (CSF) which have to be considered to support the implementation of technology-enhanced learning (TEL) approaches. An analysis of such studies revealed that (1) regional differences seem to determine the CSF for TEL approaches, (2) certain CSF are relevant for TEL approaches in general, and (3) professionals in higher education determine which influential factors they consider when implementing TEL approaches. Thus, the question arises: in general, which influential factors do professionals in Austrian and German institutions of higher education actually consider when implementing TEL approaches?

The study is a quantitative research approach based on survey data.

The results show that certain influential factors seem to be generally important, such as the factors of respecting learning success or motivation. However, the outcome of the study also indicated that different moderating variables like experiences and personal relevance affect the professionals’ choices.

The originality and value are in the approach to identify generally important influential factors for the implementation of TEL approaches in Austrian and German institutions of higher education.

Technology-enhanced learning (TEL), undoubtedly, creates a big difference in higher education students' knowledge and growth, which helps them become globally competitive in the job market eventually. The present study aims to investigate the effect of various factors, i.e. informational quality, compatibility, resource availability, subjective norms, subject interest, institutional branding and self-efficacy on students' adoption intention to TEL enrolled in different government and private educational institutes in Chhattisgarh state.

The primary data were collected from 600 students from different universities and colleges using purposive sampling technique with “criterion sampling”. Hierarchal multiple regression (stepwise) analysis was used on the collected data.

Results concluded that factors, i.e. compatibility, resource availability, subjective norms, subject interest and institutional branding are significantly and positively influencing students' adoption intention to TEL in Chhattisgarh, whereas self-efficacy and informational quality of TEL did not contribute significant effect for students' adoption intention.

There is a lack of research in the knowledge domain, especially in the field of TEL, in the state of Chhattisgarh. The different variables taken in the present study, such as informational quality, self-efficacy, institutional branding, subjective norms, resource availability, compatibility and subject interest of TEL, are the first of its kind where these variables are being examined on the students' adoption intention to TEL.

Students' perception towards learning technologies in the disruptive times like coronavirus disease (2019) COVID-19 is what the educational institutes are striving to know so that the educational institutes could provide the best learning experiences to students. The present study attempts to identify the technology-enhanced learning (TEL) factors (i.e. informational quality, compatibility, resource availability, self-efficacy, subjective norms, subject interest and informational quality) with the mediation effect of perceived benefits on student satisfaction to TEL amongst non-technical students of different college/universities at Chhattisgarh state.

Purposive sampling technique with “criterion variable” was applied to collect responses from 600 participants. Students, who are enrolled in non-technical courses at different colleges/universities, were participated in the present study. The data collection process was completed during April–November 2019.

The results revealed that perceived benefits to TEL were significantly and positively mediated between all the TEL factors (i.e. information quality, compatibility, resource availability, self-efficacy, subjective norms, subject interest and institutional branding) and student satisfaction to TEL.

The present study itself is a novel study by taking TEL factors such as informational quality, compatibility, resource availability, self-efficacy, subjective norms, subject interest and institutional branding by considering perceived benefits as mediator to examine the influence on student satisfaction to TEL.

Flipped classroom approaches (FCA) are an educational innovation that could increase students' learning outcomes in, and their enjoyment of, mathematics or STEM education. To integrate FCA into education sustainably, professional teacher development (PTD) is a promising tool. The research aim is to explore which aspects should be considered when developing and implementing professional mathematics or STEM teacher development for flipped approaches.

A total of 20 expert interviews were conducted and analysed according to a synthesis of grounded theory approaches and qualitative interview study principles.

Evaluating the interview data indicates that the characteristics of different teacher types in PTD, learning activities in PTD and the DSE model derived in this study could be vital elements in professional mathematics or STEM teacher development for flipped approaches.

Evaluating the interview data indicates that the characteristics of different teacher types in PTD, learning activities in PTD and the DSE model derived in this study could be vital elements in professional mathematics or STEM teacher development for flipped approaches.

A variety of alternate technology-enhanced teaching approaches are now available to university students to broaden their learning experiences and complement conventional face-to-face teaching. This paper aims to outline a study conducted at an English Medium Instruction (EMI) University in the Arabian Gulf where students were studying media. The study explored an innovative teaching approach that sought to enhance the students’ interaction with mobile phone applications as part of their learning experiences during the course.

The focus of the study was on enhancing the students’ English writing skills such as vocabulary, spelling and grammar and on improving their technical skills such as in video production. The study collected both quantitative and qualitative data.

The results indicated that mobile phone applications were helpful in improving students’ journalistic writing skills where they had a good level of proficiency in English, more so than students with poor English who are more dependent on traditional learning methods. Students also benefitted from mobile phone video production workshops that were intensive and creative. Based on the results of this study, it is recommended that courses and labs in media courses have skilled technicians that can train students in creative mobile phone video production while faculty members need to be trained and proactively encouraged to use mobile phones for teaching and learning purposes.

wBased on the results of this study, it is recommended that courses and labs in media courses have skilled technicians that can train students in creative mobile phone video production while faculty members need to be trained and proactively encouraged to use mobile phones for teaching and learning purposes.