When considering shifting behaviours across the educational landscape, a number of common key features emerge. The importance and need for professional development is one of these; but within that category, the importance of individuals needing to find ways to accommodate upcoming changes when the digital technologies themselves develop, is clear. Some commentators have considered the need for those involved in education to be able to adapt, but within adaptation, a key factor that is observed is the need for inquisitiveness (Lee & Passey, 2019). It is clear that when individuals, whether learners, teachers, parents and guardians, or advisers and policy makers, take an inquisitive approach to uses of digital technologies to support education, that practices emerge allowing individuals to find ways that they can adopt these for their benefits and the benefits of others. Teachers, parents and guardians, and advisers and policy makers all have a part to play in developing inquisitiveness for learners. In this chapter, the concept of inquisitiveness (Watson, 2016), linked to approaches to lifelong professional development (Van den Broeck et al., 2024), will be explored. Main digital technologies will be considered in this context, both from an historic and contemporary perspective.