The starting point is that, when it comes to learning, the level of digital nativeness is key. An individual gaining first learning experiences in a digital environment develops learning habits (including all decisions taken on learning) that are quite different from those of individuals familiar to learning in “analogue” environments. This dichotomy seems to have substantial value when analysing changes/innovative processes in learning, particularly in territories that are characterised by long and intensive periods of life, where learning (predominantly formal learning) plays a central or the central role in life.