In this paper a work related to using Web3D-based technology at k-12 levels and stimulating individuals' lifelong learning is presented. This work has addressed a gap on showing longitudinal investigation results referent to stimulating young children's lifelong learning with support of emerging digital technologies since k-12 levels and its impact on individuals' lifelong development. Based on qualitative data collected through action-research and ethnographic techniques in natural settings, a longitudinal investigation is described through a case study. It presents a former student's lifelong learning and professional development based on how he has used scientific knowledge integrated with computer science features such as interactive computer graphics and computer programming techniques and tools to create complex 3D digital environments' content (3DDE). As a qualitative result, with support of innovation diffusion theory, computational thinking, human computer interaction, and instructional scaffolding, this former student's trajectory has showed a potential for stimulating ones' lifelong learning and cognitive abilities enhancements through using Web3D technology. In addition, this work has brought about empirical possibilities for stimulating cross-disciplinary collaborative teachers' training and teaching in service based on diffusing advanced scientific and 3DDE knowledge with innovation and promoting sociotechnical development since k-12 levels.