Lifelong learning remains a concept suffering from imprecise definitions, yet it is commonly understood as hinging upon the ability to retain previous knowledge while continuously integrating new insights into one's cognitive framework [1,2]. In this article, we conceptualize lifelong learning as an ongoing, self-directed search for knowledge acquisition for personal growth. While individuals are constantly learning from their surroundings [3], lifelong learning is particularly characterized by: a) extending beyond the fundamental knowledge and skills necessary for functioning in society; b) being driven by individual volition and self-direction; and c) stemming from a pursuit of self-improvement. At its core, lifelong learning embodies a proactive stance towards skill development, necessitating a commitment to staying informed about advancements across diverse fields and adapting to evolving societal and technological landscapes.

Despite its appeal, not all individuals have a mindset geared towards lifelong learning. The process of updating existing skills or acquiring new ones often demands a significant investment of time and effort. Individuals may need to dedicate extensive periods—spanning hours, months, or even years—to cultivate and master their expertise. Moreover, pursuing lifelong learning may entail economic considerations, as individuals may invest in resources such as educational institutions, instructional materials, or professional mentors to facilitate their knowledge-acquisition journey. It might also entail foregoing other types of rewards, such as social or relaxing activities that cannot coincide with the learning process. Although various factors influence behavior towards lifelong learning, the enduring cost of cognitive effort, reflected by fatigue and boredom [4], stands out as one of the most significant considerations.

To elucidate the mechanisms behind the decision to engage and remain committed to cognitive control in service of lifelong learning goal we aim to integrate two lines of research: 1) experimental and theoretical contributions to the cost-benefit analysis for cognitive control allocation, and 2) approach-avoidance motivation contributions, which portraits individual differences in sensitivity towards rewarding and aversive outcomes. In the first line of research, we will place special emphasis on the Expected Value of Control (EVC) theory [5,6], its computational implementations, and further developments [7], [8], [9], [10], [11], [12], [13], [14] to explain how individuals engage in a cost-benefit analysis for cognitive control allocation. We will discuss the value of learning in the predictions of these models and relate it to a specific type: lifelong learning, aimed at professional and personal development. Furthermore, the second line of research will enable us to convey individual differences in behavioral approach-avoidance motivation in the presence of motivational conflicts. By framing lifelong learning as the presentation of different learning opportunities with mixed aversive and appealing motivations, we aim to explore how individual differences in the sensitivity towards aversive and rewarding incentives influence the value of control allocation for the decision to engage and remain committed to the learning goal.

Despite its increasing relevance, lifelong learning mechanisms have not received extensive scrutiny, highlighting the need for further investigation in this area. In a society marked by high demands and numerous tools for knowledge updating, lifelong learning emerges as a process that enables individuals to navigate the competitive world more efficiently. This framework can be significant in bridging the gap between cognitive neuroscience on human decision-making and educational psychology, contributing to a better understanding of the mechanisms behind personal and professional development. In the following sections, we will analyze how learning, as a voluntary process, has been related on one hand to the costs of control allocation and, on the other, to both intrinsic and extrinsic rewards. We will discuss its implications for personal and professional development.