Lifelong learning has become a prominent focus in global education reform; however, it remains sufficiently theorized as a structural principle shaping education systems. Most research treats lifelong learning as an extension of adult education or workforce reskilling rather than as a core logic that reorganizes educational institutions, governance, and knowledge production. This conceptual paper redefines lifelong learning as a guiding principle of post-industrial education systems. Drawing on sociological, economic, and educational theories, the paper develops a framework to explain how shifts toward knowledge economies, technological advances, and changing labor-market structures
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