The social significance of lifelong learning has grown considerably in recent years. Topics such as employee upskilling, reskilling, employability, job security and just transition procedures have become highly relevant in society. These aspects are all interconnected with lifelong learning within the context of labour law. The traditional paradigm of transitioning from school or vocational education to permanent, stable employment is no longer a reality, highlighting the increased importance of lifelong learning. Although lifelong learning is an interesting and socially relevant phenomenon, it is also difficult and multifaceted. As such, the definition of lifelong learning is not unambiguous. Lifelong learning can be defined in two different ways: (1) the humanistic approach and (2) the human–capital approach. The humanistic approach involves self-development whereas the human–capital approach is a more labour market-centred and thus economic approach. Indeed, lifelong learning is a value-based concept, in addition to which its content has varied over time. This is also reflected in the regulation of lifelong learning: the same concept can appear at different times with different contents.