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Even though technologies have always been useful for promoting lifelong learning, in recent decades, the use of generative Artificial Intelligence like ChatGPT has come to radically influence the way we perceive learning, learner and educator. Technology positivists assume that newer technologies will enhance lifelong learning whereas its critics argue that the learning gap that currently exists will widen further because, given the existing global inequalities, its benefits will continue to be disproportionate. Nested in an unequal history of technological innovation, this paper investigates the potentials and limitations of learning technologies in enhancing lifelong learning. The paper argues that digital inequality, artificial community, and epistemic exclusion are three major limitations of learning technologies; therefore, they have almost no resonance with life-wide and life-deep approaches to lifelong learning. The findings are crucial for setting post-2030 global goals on education. [ABSTRACT FROM AUTHOR]

Breathing is one of the most vital functions for being mentally and emotionally healthy. A growing number of studies confirm that breathing, although unconscious, can be under voluntary control. However, it requires systematic practice to acquire relevant experience and skillfulness to consciously utilize breathing as a tool for self-regulation. After the COVID-19 pandemic, a global discussion has begun about the potential role of emerging technologies in breath-control interventions. Emerging technologies refer to a wide range of advanced technologies that have already entered the race for mental health training. Artificial intelligence, immersive technologies, biofeedback, non-invasive neurofeedback, and other wearable devices provide new, but yet underexplored, opportunities in breathing training. Thus, the current systematic review examines the synergy between emerging technologies and breathing techniques for improving mental and emotional health through the lens of skills development. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology is utilized to respond to the objectives and research questions. The potential benefits, possible risks, ethical concerns, future directions, and implications are also discussed. The results indicated that digitally assisted breathing can improve various aspects of mental health (i.e., attentional control, emotional regulation, mental flexibility, stress management, and self-regulation). A significant finding of this review indicated that the blending of different technologies may maximize training outcomes. Thus, future research should focus on the proper design and evaluation of different digital designs in breathing training to improve health in different populations. This study aspires to provide positive feedback in the discussion about the role of digital technologies in assisting mental and emotional health-promoting interventions among populations with different needs (i.e., employees, students, and people with disabilities). [ABSTRACT FROM AUTHOR]