It is not a novelty for anyone that today knowledge is rapidly renewing, and for this rhythm of the explosion of knowledge there is, in parallel, an obsolescence of old practices of assimilation of knowledge, which inevitably leads to changes in learning technologies such as such. Changes in the learning process are accepted due to its dynamic nature and are dependent on many components: These changes have the ability to influence the perspective in the acquisition of knowledge, as well as the learning outcomes. In this frame of reference, nanolearning, which is the subject of this article, is learning whose result is complex, ie a learning that, compared to ordinary or traditional learning, has some special and unexpected properties, when „ too small does a great thing”. Obviously, nanolearning is influenced by the dizzying development of nanotechnologies as a multidisciplinary science, which shows how we can manipulate matter at a very small level.