Informal learning is a key element in the development of knowledge and skills outside formal educational contexts. This study explores the psychological, cognitive, and social dynamics of informal learning, with particular attention to the role of technology. Through a literature review, the processes of self-regulation and metacognition—essential for autonomous learning management—are analyzed, along with the contribution of communities of practice to the co-construction of knowledge. Digital technologies, such as personal learning environments (PLEs), social media, and artificial intelligence, emerge as central tools in facilitating informal learning by expanding access to resources and fostering collaborative interaction. However, challenges related to attention management and overstimulation require targeted pedagogical strategies. Finally, future perspectives are discussed, highlighting the potential of immersive technologies and adaptive systems to personalize and optimize informal learning. This study provides insights for the design of innovative educational environments capable of leveraging the opportunities offered by informal learning in the knowledge society.
Sacristano et al. (Mon,) studied this question.