Mobile learning is recognized by many researchers as an important component of learning in the future, even as an integral part of the educational process. Some of the features of mobile learning and methodological problems in lifelong learning allow this pair to be combined to reveal the ideal and fulfill the vision of lifelong learning. Although there is no general model that identifies the relationships linking the adoption of mobile learning and the strengthening of lifelong learning, the literature reveals that mobile learning has a positive impact on lifelong learning. When the impact of mobile learning on lifelong learning is discussed, it focuses on providing flexibility, increasing participation, supporting critical thinking and collaboration, and facilitating communication. Mobile learning appears to be able to support social inclusion, mainly by increasing participation in learning, expanding student choice, and choosing flexible or personalized learning programs that can take place anywhere and anytime. In addition, it is undeniable that mobile technologies are particularly effective in reaching students who have traditionally been ignored by traditional learning styles, and thus contribute to achieving lifelong learning goals. Life-long learning with individualized, student-centered, collaborative and ubiquitous support; it is stated that the features of mobile learning such as personal, user-centered, mobile, easy transportation and durability intersect significantly. These features indicate that mobile learning can be an important tool for the effectiveness of lifelong learning in terms of some pedagogical variables such as participation, choice, flexibility, personalization and collaboration. Mobile learning provides more flexible and efficient opportunities for lifelong learning by increasing interaction and communication between individuals. It is also a fact that mobile learning will affect the number and characteristics of individuals participating in lifelong learning. However, this impact should be assessed in the context of individuals' ability to use new technologies and policies on lifelong learning.
Mobile technologies offer rich multimedia experiences on the basis of lifelong learning as well as limitations. The number of design models for how mobile technologies can be used to support lifelong learning is very limited. Instructional designers have faced significant challenges in how to design and use mobile learning environments. To effectively support mobile learning, there is a need to define instructional design principles that are both pedagogically qualified and address the context of mobile learning in terms of usability. When designing these principles, it is necessary to take into account the different features, advantages and limitations of mobile learning compared to other types of learning.