ABSTRACT
In response to global challenges, such as globalization, demographic change, increasing technological development, and digital transformation, agility, resilience, and flexibility will characterize the so-called “next normal.” Global futurists, such as The United Nations Educational, Scientific and Cultural Organization (UNESCO), the Organization for Economic Co-operation and Development (OECD), the World Bank, the World Economic Forum, the Global Education Innovation Institute, and hundrED, have predicted that in the future, fundamental systemic changes will occur in education and learning, and a new social contract for education will emerge. Lessons learned from the COVID-19 pandemic have confirmed worldwide that learning is much more than content delivery. Learning happens everywhere, at all times, in all places, and in all forms, through a variety of media in the currently universally networked world. Learning has also taken new directions, dimensions, and values, in addition to greater equity, accessibility, inclusion, socialization, collaboration, well-being, and diversity in a variety of contexts. Deleuze and Guattari's concept of rhizomatic learning is therefore one of the most appropriate approaches to learning in a future that will be based on a new social contract in which constant change is considered the norm. Both concepts, rhizomatic learning and seamless learning, assume that learning flows in continuous, dynamic processes that make connections, use multiple pathways, and neither begin nor end. Furthermore, learning is culturally and socially contextualized, integrated, relevant, curated, and without boundaries. This conceptual chapter presents a theoretical approach to implementing a better, more equitable life for all.
