In an era characterized by rapid technological transformation and digital governance, public administration confronts unprecedented challenges and opportunities in the cultivation of human capital, necessitating a paradigmatic shift toward life-long learning (LLL) as an essential mechanism for continuous skills development. This article critically examines the intersection of digital state imperatives and public sector human resource development, advocating for a comprehensive reconfiguration of traditional competencies frameworks to better align with the complex demands of contemporary governance ecosystems.

The scholarly inquiry draws upon a dual-methodological approach, integrating an extensive bibliographic meta-analysis of contemporary theoretical constructs on life-long learning, digital governance, and skills development with an empirical case study conducted at the UNAp, Romania. The case study investigates the efficacy of innovative LLL programs tailored for mid-career public administration professionals navigating digital upskilling challenges. Quantitative metrics derived from pre- and post-intervention assessments of digital literacy, cognitive flexibility, and organizational learning attitudes are triangulated with qualitative data collected through semi-structured interviews and focus groups, revealing nuanced insights into the motivational, institutional, and technological factors that underpin successful LLL integration.

Findings elucidate the transformative potential of digitally-enhanced, modular learning interventions in cultivating hybrid skillsets that transcend technical proficiency to encompass critical thinking, ethical reasoning, and collaborative problem-solving. The research underscores how fostering a culture of continuous professional development within public institutions not only mitigates skill obsolescence but also actively contributes to the digital state’s resilience against socio-technical disruptions. Moreover, the article delineates systemic barriers such as bureaucratic inertia, digital divides, and fragmented institutional mandates that challenge the scalability and sustainability of LLL initiatives in Eastern European public sectors.

By advancing an interdisciplinary conceptual framework, this study situates life-long learning as a cornerstone for reimagining public administration education and practice in the digital epoch. It offers actionable policy recommendations to harmonize educational curricula, institutional strategies, and digital infrastructure investments aimed at fostering an ecosystem conducive to ongoing skills renewal. The article further advocates for transnational knowledge exchange and cross-sectoral partnerships as pivotal enablers of holistic capacity building for the digital state.

In conclusion, this research contributes to the nascent but rapidly expanding scholarship at the nexus of public administration, digital transformation, and life-long learning, providing empirically grounded insights and theoretical advancements that resonate globally. It invites educators, policymakers, and public sector leaders to reconceptualize skills development paradigms to ensure that public institutions remain agile, inclusive, and responsive amidst the complexities of 21st-century governance.

Keywords: Life-long learning in public administration, digital state competency development, public sector digital transformation, adaptive skills for governance, continuous professional development.