Adults must improve and acquire new skills valid for the twenty-first century, specifically in aspects related to employability. In this context, lifelong e-learning is a suitable methodology since online training courses can be adapted to the specific characteristics and needs of students. According to a definition for employability skill based on thirteen latent constructs and using partial least squares path modeling (PLS-PM) on a data set coming from a fieldwork done in an fully online university, the analyses prove that: i) the social-technical system (STS), the learning and social innovation via STS, and the information and communication technology (ICT)-space-time continuum related to the learners' ways of studying have significant positive effects on employability; ii) the four STS factors have significant influences on the whole STS; and iii) the dimensions of 'life-balanced' and 'traditional-monocronic' use have not significant influences on the ICT-space-time continuum. Finally, these results are shown in science, technology, engineering, and mathematics (STEM) and non-STEM studies. Specifically in STEM studies, the 'life-balanced' use is significant and the 'learning tasks' are not significant. Results are very interesting for new approaches to social learning innovation.