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The digital revolution has brought about the replacement of a lot of our traditional methods of working and learning. This is happening both outside and inside the classroom. It is evident that a new model of learning is needed to be developed. But how will this be accomplished? It’s not just about creating digital infrastructure to support learning however, it will have to tackle the most fundamental questions of what education and learning will be for in the future.

This article discusses how to make learning a vital part of life in the digital age, based on the research and teaching expertise of researchers and teachers from around the world. This article is for learners (including parents and students) educators who develop curriculum, researchers and technology experts in learning sciences.

There are a variety of opinions on what digital-age learning should look like. However there is a general consensus that we must promote the co-evolution between learning and the latest technology of communication. This includes exploring new opportunities for radically different educational concepts and for the development of innovative new practices which can be supported by modern technology for communication.

The fact that the majority of the applications of information technology in education remain in a “gift-wrapping” form (Fischer, 1998) is among the biggest challenges. These technologies are integrated into existing frameworks, including instructionism and fixed curriculum. They also serve as a supplement to decontextualized, or uncontextualized, learning. Many comparative studies employ an actual classroom setting as a base. This limits the study to tasks or functions that can only be obtained digitally.