Despite being separated by time span, Confucian learning and Meizirow's ideas are not so divergent as one may initially think. In this paper it is argued that the two perspectives intersect and can thus be used, in a complimentary manner, to formulate a model of learning through critical reflection. It is proposed that the model developed in the present paper offers a valuable framework for helping learners in digital environments become reflective, critical thinkers – an attribute that the authors believe is of paramount importance for a more positive future.