Educators and educational organizations face the challenges of online learning, such as the necessary technical and pedagogical knowledge and sometimes-inadequate digital infrastructure in educational organizations expressed both in specific technical equipment and in the readiness to use these digital and media resources to the fullest extent. In this context, competences in the functional processing of problematic situations in learning with the help of digital media acquire new importance. Thus, in particular, this article describes the definition of a construct for dealing with digital teacher problem situations encountered in the teaching process and filling them with operational capacities through the systematic development and validation of a situational judgment test of the readiness and quality of the information and communication technology (hereafter ICT) tools used.

The discourse of understanding lifelong learning in light of the theory of "cruel optimism" is presented. This article goes on to reflect on what to do when exploring lifelong learning and presents the results of respondents' responses to questions regarding ICT-enabled learning and teaching.

Conclusions are drawn about the need for a unified educational community, organizational culture, and technological infrastructure.