The concept of life-long learning has evolved significantly from its traditional association with vocational education and professional development to encompass broader dimensions of personal, emotional, and social growth. At the same time, modern interpersonal relationships have become increasingly complex because of globalization, digital communication, changing gender roles, and evolving cultural expectations. This study examines the relationship between these two developments through a critical analysis of the selected novels of contemporary Indian author Durjoy Datta. Rather than treating love as a fixed emotional state, Datta’s fiction frequently portrays relationships as dynamic processes that require continuous learning, self-reflection, emotional resilience, and mutual adaptation. Drawing upon theories of life-long learning proposed by UNESCO, Mezirow, and Illeris, alongside sociological perspectives developed by Giddens, Bauman, Beck, and Illouz, this research argues that successful modern relationships depend upon the willingness of individuals to engage in continuous personal transformation. Employing qualitative textual analysis, the study examines recurring themes including emotional intelligence, digital communication, mental health, gender equality, long-distance relationships, and identity formation. The research further proposes the concept of Relational Life-Long Learning (RLLL) as a theoretical framework for understanding how contemporary couples negotiate changing social realities through continuous learning and adaptation. The study contributes to literary criticism by positioning Durjoy Datta’s fiction within wider discussions of adult learning, relationship sociology, and contemporary Indian popular literature.