Background. In the last two decades, a lot has been written about the vitality of e-Education, e-Training, e-Learning in the modern (information) knowledge-basedsociety, which is in a continuousimprovementprocess. By the beginning of 2019, the models, the platforms, the solutions for formal, non-formal and informal teaching-training-learning are already well established and justified; including initial and continuing adult education; open distance learning; the four great openings of distance e-Learning for anything, by anyone, from anywhere and anytime. Different models of delivery of education learning are developed, either within existing institutions or by creating open institutions, open platforms and massively open online courses (MOOCs), which has led to a considerable increase in accessibility at low prices, some-time free etc. But the cataclysmic changes of 2020, imposed by the COVID-19 pandemic, highlight a number of new challenges regarding the education systems in general and the processes of initial and continuing lifelong learning in particular, including the ways of training-teaching-learning-evaluation etc.Purpose. Awareness of new challenges and trends in the transformation of educational environments at the post-COVID-19 stage. Design/methodology/approach: The paper contains a brief analysis, elucidation and synthesis of new challenges and trends in the transformation of education at the post-COVID-19 stage. Their awareness would allow a better targeting of investments to improve the educational environments. Findings: According to UNESCO, rapid changes in the education environments, driven by COVID-19, have affected more when 70% of all pupils and students. The rules of social distance have forced face-to-face lectures to be replaced by online solutions. "Physical closure" of schools, universities, colleges, etc. with "overnight distance learning" exacerbates the existing disparities in the education systems and the emergence of others, some quite severe. For example, most students have limited access to the computers, Internet, Wi-Fi. Wi-Fi as an Internet connection is not sufficiently powerful and reliable. Interruptions of synchronousactivities cause stress for teachers/learners, students and their parents, who are not used to technology, etc. Limitations / research suggestions. Many of the old e-Learning paradigms, forms, platforms, including infrastructure solutions, need to be reviewed, rethought and adapted to the new conditions. Application value: The post-pandemic world will have a higher demand for opportunities and resources for e-Education, e-Training, e-Learning, e-Teaching, etc. Elucidation and express analysis of post-pandemic challenges and trends can be useful for the top educational management, teachers and researchers to establish and implement the projects and measures for the development and continuous adaptation of learning environments appropriate to specific contexts.