The accelerating pace of scientific discovery, digital transformation, and artificial intelligence has fundamentally altered the conditions under which knowledge is produced, interpreted, and reconstructed. Although contemporary educational theories have significantly advanced our understanding of learning, they continue to conceptualize knowledge predominantly as an object that is acquired, constructed, or socially negotiated. Such perspectives provide limited explanations for the continuous reorganization of epistemic structures that characterizes learning in increasingly complex and technologically mediated environments. This paper introduces Epistemic Plasticity as a theoretical framework that conceptualizes knowledge as a dynamic, adaptive, and self-reorganizing system. Rather than viewing learning as the accumulation of information, the proposed framework argues that learning is a recursive process in which new experiences continually reshape the relationships among existing concepts, beliefs, and interpretative frameworks. Drawing upon educational psychology, cognitive science, complexity theory, epistemology, and the learning sciences, the paper develops a conceptual account of how epistemic systems maintain coherence while remaining open to continual transformation. The framework offers an alternative perspective for understanding adaptive expertise, lifelong learning, and knowledge construction in the age of artificial intelligence, while proposing new directions for educational research and theory development.