This bibliometric study investigates the evolution of lifelong learning research between 2015 and 2025 using data retrieved from the Web of Science Core Collection. A dataset of 1,120 peer-reviewed publications was analyzed through VOSviewer and Bibliometrix R-package, employing co-citation, co-authorship, and keyword co-occurrence mapping. The methodology enables the identification of research clusters, productivity trends, and thematic shifts across the decade.

The results highlight three major developments: first, the transition of lifelong learning from institution-centered frameworks toward flexible, self-directed, and technology-enhanced models; second, the emergence of micro-credentialing and digital certification as dominant themes after 2020; and third, the post-pandemic surge of studies on inclusion, accessibility, and informal skills recognition. Regional patterns reveal a strong orientation toward older adult education in Europe, vocational and technical upskilling in Asia, and the growth of flexible digital credentialing systems in North America.

The study concludes that lifelong learning research is increasingly tied to digitalization and workforce transformation, requiring policymakers to reform national education strategies to address the needs of non-traditional learners. The findings emphasize the urgency of embedding inclusive digital literacy initiatives and integrating informal and non-formal learning outcomes into lifelong learning policies.

Keywords: Lifelong learning, adult education, digital transformation, informal learning, micro-credentials, bibliometric analysis.