In Armenia, women are actively engaged in lifelong education — often at higher rates than men. Yet participation alone does not translate into equitable outcomes. The central issue lies not in access but in how learning converts into skills, credentials and economic opportunity. Drawing on Armenian policy frameworks, digital literacy assessments, as well as comparative international experience, this article examines the ways digital platforms can either deepen existing inequalities or help reorganize them. When developed with learning trajectories, recognition mechanisms and real-life constraints in mind, digital learning can strengthen women’s capacity to transform participation into real progress. The Armenian case suggests that gender equity in lifelong learning depends less on increasing participation and more on restructuring how learning is valued and connected to opportunity.