During recent years, learning trends have been growing in parallel, to increasing learning possibilities.  Nowadays, students develop new ways of learning and using knowledge both inside and outside of school. In other words, we could affirm that there are new emerging ways of learning. In fact, a new learning culture is arising, which is breaking classic boundaries of teaching within formal education, that involves technological tools (new devices and tools, hardware and software) and teaching innovation (new learning and teaching methods, new ways of using devices and tools for teaching and learning). With this, we are attending to the birth of new learning approaches as stated Beetham, McGill and Littlejohn (2009). Formal, informal, online, lifelong learning and the newborn ideas, such as edupunk, edupop, incidental learning, ubiquitous learning… All address the key idea of introducing ICT, namely the internet, to our lives. This provides us with the opportunity to learn at any place and at any time (everywhere&everytime learning: EEL), that has shifted the emphasis from Formal Schooling to the Do It Yourself (DIY) Paradigm (Gutiérrez and Mikiewicz, 2013).Furthermore, as argued by the Common Frame of Digital Competence (2013) the definition of digital competence can be described as the creative, critical and safe use of Information and Communication Technologies in order to achieve the goals related to work, employability, learning, time, inclusion and participation in society. Incorporating the philosophy of Mitra (2010) and his Self-Organized Learning Environments that are revolutionizing Primary Education, we have decided to take it one-step further into Higher Education. In particular to Initial Teachers' Training where we will entwine ICT policies and Educational Psychology Theories to favour Lifelong Learning strategies. Self-Organized Learning Environments (from hereon, SOLE) are models of problem-based learning in which students self-organise in groups and learn using a computer connected to the internet with minimal teacher support (Dolan et. al., 2013). Said learning environments are created when educators encourage children to collaboratively answer motivational and curious questions. To do this there are certain parameters that should be met in order to create a SOLE in accordance with Mitra et. al. (2010):

● Students should choose their own groups.

● Students can look to see what other groups are doing and take that information back to their own groups.

● They can move around freely.

● They can change groups at any time.

● They can talk with each other and discuss with other groups.

● Participants have the opportunity to tell their friends what they learned after the SOLE.

Implementing this method in the teaching and learning process should create a positive ambience in which learners are given the tools and the opportunity for Lifelong Learning (Negroponte & Mitra, 2012). We would like to underline the opportunities offered to Initial Teachers' Training regarding their own training but also in relation to their professional future.

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