A REVIEW OF HOW LIFELONG LEARNING IS PLANNED AND ENACTED IN CANADIAN ENGINEERING PROGRAMS

Abstract

Lifelong learning is a vital competency for navigating contemporary industry and society. Canadianengineering programs are expected to instill lifelong learning in students by the time they graduate. While lifelong learning initiatives, interventions, and assessment instruments are often proposed, there is no clear consensus on how the graduate attribute should be addressed at the program level. As a first step towards a possible consensus, this research investigates how the lifelong learning graduate attribute is operationalized in Canada. By reviewing indicator definitions and scholarly research, we answer three questions: 1) How do different engineering programs in Canada define lifelong learning in terms of knowledge, skill-based, and attitudinal indicators? 2) How do different engineering programs in Canada enact content, pedagogy, and assessment to influence the development of lifelong learning in students? and 3) How does this compare toconceptualizations of lifelong learning in the broader education literature? This review found different interpretations of the CEAB definition of lifelong learning: some institutions emphasize self-directed learning skills, including identifying and addressing knowledge gaps, while few emphasize attitudes such as curiosity and commitment to lifelong learning. Many Canadian instructors are taking steps to address lifelong learning in their teaching practices, but deliberate teaching and assessment of lifelong learning across programs is rare. Compared to lifelong learning frameworks in the broader literature, Canadian programs appear to emphasize lifelong learning skills and some metacognitive knowledge over attitudes. Skills are likely easier to defineas indicators and assess, but it is unclear whether a focus on skills leads to an internalized lifelong learning orientation.