The research aims to provide a comparative analysis and highlight the main challenges in creating a lifelong learning system in four countries of Central Asia: Kazakhstan, Kyrgyzstan, Tajikistan, and Uzbekistan. To realize the research goal, the authors used various methods and approaches, including quantitative and qualitative descriptive techniques, analysis of statistics, sources of data and information, graphical data processing, and interpretation of received data. Though in recent decades the studied countries have had reforms at all levels of education, they still face numerous challenges, such as linguistic, cultural, and religious diversity, as well as differences in literacy levels and financial resources between urban and rural areas. These challenges have led to an increased demand for lifelong learning opportunities to enhance the workforce’s quality and preparedness. Lifelong learning encompasses general education and technical and vocational education and training. Lifelong learning systems should be based on the principles of global citizenship and sustainable development. As English is a global language that transcends geographical boundaries and cultural differences, the role of English in lifelong learning and the supply of qualified specialists for the labor market in Central Asia cannot be underestimated.