Lifelong learning aims to open up the world of education to all members of society, whether they are advantageous or disadvantaged, by providing new opportunities (possibility) for more effective integration into the world of work. Due to the many difficulties in the relationship between some disadvantaged social groups and school (the world of learning, learning), in addition to the definition of principles, the practical implementation of the concept of lifelong learning in the school system in the Gutenberg galaxy, which has survived to date, has resulted in relatively few methods, both within and outside the formal school system, that reach society as a whole and its disadvantaged sections. However, in the Neumann galaxy, which gradually fills our daily lives, the opportunities offered to us by the virtual and real spaces and technologies of the globalising world have already emerged. The main objective of the project’s planned project is to coordinate and delegate the knowledge available at our University and in the regional cultural, economic and industrial spheres to meet the needs of the regional-regional labour market with a professional concept of a flexible knowledge-intermediation system based on the active activities of the communities, adapted to the expectations of the modern age and the needs of our target groups. Our further aim is to enable our teachers/researchers and educational, cultural, economic and industrial professionals to learn and try modern knowledge transfer methods that promote the social exploitation of their professional experiences and achievements. The planned development was induced by the following problems: Knowledge, experience, intellectual resources and the needs/problems of our social target groups (10-18 year olds, economic, labour market actors and municipalities) are not well coordinated, thus reducing the effectiveness of social investment in research and education in both intellectual and economic lines. This negative impact could best be illustrated by a “virtual wall” built between our educators and researchers, economic and labour market players and our social target groups, which in our times has several reasons. Among these we emphasise, among other things, that the above participants are unaware of each other’s activities, the continuous lack of time for people and the geographical distances. The knowledge exchange system to be implemented by us must overcome these obstacles: to overcome each other’s acquaintance with the continuous contact of the participants, to overcome the lack of time with a flexible timetable adapted to the knowledge consumer, and to bridge the geographical distances with the opportunities offered by the World Wide Web. Based on the above, we intend to develop a detailed professional concept of a cultural, scientific, engineering and professional — social networking — on-line social networking platform and a related eTutor system to support our professional activities undertaken in the framework of the application and detailed above. The advantage of the planned system, besides its spatial and temporal flexibility, is that it prioritises the active form of the transmission of knowledge. The participants are not passive recipients of the information falling on them, but the actors actively influencing the activities in question, so on the one hand they become conscious and effective consumers of the knowledge produced at our University and in the regional educational, cultural, economic and industrial spheres, as well as the integration of feedback from society into our research and educational themes. The e-tutor concept to be developed is highly innovative and innovative in terms of its operational model adapted to the social environment and the ICT solutions (3D and mobile technologies) to be used for its implementation. ICTs for educational technology are based on the most advanced methods in the world, which are optimised for today’s widespread ICT tools (interactive dynamic curriculum development, micro-learning, virtual reality and augmented reality-based knowledge transfer, adaptive, collaborative and participative solutions with separate sub-systems for those with specific needs, which can be implemented directly by the trainer on his own devices). In addition to the focus of regionally disadvantaged — future and current — workers, we put a special emphasis on increasing employment opportunities for young people with young children and people with disabilities and disabled people with disabilities through participative teaching/research engagement in education.