There is a growing discrepancy between the current needs of the labor market and the offer of educational systems, and we assume that its cause should be sought in the area of lifelong learning competences (LLLC), because LLLC influence significantly both the personal development and career path of any person many years after school graduating. The paradigm of memorization and transmission of knowledge does not respond to this imperative, but any constructivist strategy which emphasizes the cognitive effort of the student is a step forward. First, as it is quite difficult to discuss about the formation of all range of LLLC within physics classroom, we will identify the set of skills specific to each competence. For example: linguistic skills correspond to the abilities of listening, speaking, reading, and writing; digital competence – abilities to access, evaluate, use and create digital content; the competence to learn – critical thinking, research, self-reflection, adaptability and communication. Second, for each ability we identify the most effective teaching strategy in terms of its impact on students' academic achievement. We note that the impact factor of most known didactic strategies is already measured within the theory of visible teaching and learning. For example, one of the most effective didactic strategies, which can be applied to the formation of a whole series of abilities, is reflective learning with an impact factor equal to 1.29 (conventional teaching of an experienced teacher has IF=0.4). Third, LLLC are inseparable from conceptual understanding (CU). To ensure CU in physics classroom we apply the concept of big scientific ideas (BSI) – very close to units of competence. Within each physics lesson, the student can understand about three – four BSI. Fourth, CU is verified through peer instruction technique and permanent formative assessment.