In this paper we will investigate recent transformations in higher education pedagogy, looking especially from two directions: structural changes in the curricula and programs of studies, leading to flexible curricular frameworks: (micro-credits and microprograms/ modules as steps towards European Degrees, blended-intensive programs etc.); digital transformation in higher education, leading also to innovative pedagogies, based on advanced, disruptive technologies. Pedagogical innovation became, simultaneously, a natural process influenced by current challenges, but also a mechanism for adaptation and survival, in the new landscape of post-pandemic educational systems. We will reflect mainly on designing authentic learning experiences under the new circumstances: engaging strategies, methods, and tools that create a balanced and effective ecosystem for learning. We will investigate how higher education can ensure the basic conditions for learners to develop through meaningful engagement, ensuring readiness, willingness and capacity/capability viewed as the trained capacity of a person to be alert to any learning opportunity and to transform it in a change for personal development and growth. A large-scale clustering and analysis exercise on innovative pedagogies was carried out in the frame of CIVIS Alliance, that University of Bucharest is part of, and, starting from results of that endeavour, we will focus mainly on technology-based innovations and thee way digitally enhanced learning creates challenges, but also opportunities, especially in terms of opening up towards lifelong learning. The correlation between structural innovations and digital transformation create unprecedented opportunities for “universities without walls” to really connect to lifelong learning process and make a significant contribution to articulate a balanced learning ecosystem at broader social level..