The research analyzes opportunities of current trends in the educational sphere at the global level formed under the influence of the achievements of the fourth industrial revolution and contemporary force majeure factors (the COVID-19 pandemic and geopolitical tensions). The research methodology explains why lifelong learning technologies are preferred for enhancing education in the era of global digital transformation and the financialization of the global economy. The research was conducted on the data from representative statistical sources--Statista, Deloitte, and HeadHunter. The authors pointed to the inalienability of increasing the degree of digitalization of formal and non-formal education, evolutionarily associated with a high level of digitalization of the world economy and the almost ubiquitous dissemination of information technologies. The countries of Central Asia must work and try to compete in a changing world in conditions of insufficient penetration of information technologies and provision of computer equipment. However, there is accumulated significant global experience, which is constantly replenished, on which the countries can rely, modifying it to the relevant national realities. Based on the analysis results, this group of countries is recommended to emphasize traditional educational interaction, modifying it, if possible, in an innovative direction with an emphasis on a student-centered approach. An innovative economy requires rapidly adapting education, particularly higher education institutions, to a constantly changing environment. It is rather difficult for higher education institutions to respond quickly to such changes, primarily due to the high degree of bureaucracy and insufficient funding. In this aspect, the use of student-centered technologies in teaching seems relevant. [For the complete volume, "Lifelong Learning in Central Asia: Relevance of the Fourth Industrial Revolution. Education in the Asia-Pacific Region: Issues, Concerns and Prospects. Volume 72," see ED676016.]