Celoživotno učenje kao istraživačka tema u evropskim časopisima - prevalenca, predmet i vrste istraživanja

Societal development in the 21st century has had an impact on competencies needed in working life. Such development includes a continuous professional development, and a lifelong learning process where higher education institutions are an essential partner. Contemporary lifelong learning has multiple purposes such as increased employability, organisational development, global competition, and also hopefully involves the aspect of personal development. This paper aims at reporting preliminary results focused on lifelong learning and the current transformation of higher education, posing the following research question: How can a preliminary framework for lifelong learning based on networked learning experts' perceptions of the transformation of higher education be designed? Eight experts from six different global regions, known for their research and publication records in higher education, lifelong and work-integrated learning, were invited to participate in this study, which involved multiple data collection methods. Data analysis involved staged thematic analysis with multiple coders and inter-rater verification and negotiation. The preliminary findings note the current state of the analysis based on the perceptions expressed by these experts in interviews. These findings consist of the following elements: Lifelong learning, Pedagogy, and Technology. These elements are each represented by a circle that intersects with the transformation of higher education and are seen to be surrounded and impacted by three different levels: the individual, organizational and societal levels. These levels interplay with the elements of Lifelong learning, Pedagogy, and Technology as driving forces in the transformation of higher education. How these driving forces will continue to have an impact on higher education, and how higher education steps up to take on these challenges warrant further research.

There is a proverb in China: huo dao lao, xue dao lao, which means keep on learning as long as you live. Though this is an ancient thought for Lifelong Learning, the meaning of the current research in Lifelong Learning is still up to date. Kessels (2001) stated that our society is gradually moving towards a knowledge economy: an economy in which the application of knowledge replaces the importance of capital, raw materials, and labor as the main means of production. He suggests that knowledge productivity will remain the dominant economic factor in a knowledge society. He defined knowledge productivity as the ability to gather information, generate new knowledge, disseminate, and apply this knowledge to achieve stepwise improvement and radical innovation. Kessels (2001) concluded that the demand for knowledge productivity and the importance of continuous learning are described as the two sides of the same coin. Kessels’ statement stresses that continuous learning is of vital importance in a knowledge society. DeSimone, Werner and Harris (2002) acknowledged that organizations face many challenges as a new century unfolds before us. The increasing globalization and technological revolution (in particular, the Internet) have been identified as two primary factors that make for a new competitive landscape. Given the rapid changes that all organizations face, it is clear that employees must continue the learning process throughout their careers in order to meet these challenges. DeSimone, Werner and Harris (2002) suggested that organizations must find a way to provide Lifelong Learning opportunities to all of their employees, and meeting the need for lifelong individual learning is one of the present five challenges, which is currently facing the field of HRD. Lifelong Learning is necessary at a national, organizational, and individual level to survive international competition (Van Woerkom, 2003). This project is intended to explore Lifelong Learning arrangements to satisfy the need for Lifelong Learning of employees in Chinese organizations in the context of an emerging knowledge economy. The thesis develops a new conceptual model for Lifelong Learning arrangements. This framework was constructed from the educational system level, the organizational level, personal characteristics, quality of Lifelong Learning and Lifelong Learning attitude and Lifelong Learning behavior aspects. The conceptual model led to a specific research design and the construction of a new data collection instrument, comprising a questionnaire that consists of 74 items. Six organizations participated in this research, two private-owned, two state-owned and two foreign-invested. These firms represent the current three main kinds of companies in China. 648 questionnaires were used to test the reliability of the instrumentation of the conceptual model. At last, the instrument was improved after the deletion of four items from their scale. In addition to the quantitative data, interviews were held in the six participating organizations to reveal the background of the research findings from the questionnaire, which gave more explanation on the data from the questionnaires. On the basis of the interview analysis of the conditions for Lifelong Learning of the six participating organizations, the author provides recommendations for the future of Lifelong Learning in Chinese organizations. A regular regression analysis was used to investigate the effects of education support, organizational level, personal characteristics and quality of Lifelong Learning variables on Lifelong Learning attitude and behavior. Two factors from the organizational level, namely communication and reward system, became the most important predictor variables for both Lifelong Learning attitude and Lifelong Learning behavior. Lifelong Learning attitude and behaviour are directly influenced by communication and reward system. The framework and recommendations outlined in this project are only a starting point and basis to the future Lifelong Learning related research. The general framework for Lifelong Learning arrangements in this research might provide a reference for such actions. Each organization should probe its own practical way related to the specific circumstances. Dahlman, Zeng and Wang (2007) argued that Lifelong Learning research and actions should be open enough to constantly absorb, adapt, and apply new and successful experiences globally and locally. The Lifelong Learning framework in this research also needs constant adjustment and improvement responsive to the changing demands of the economy and society. China’s Lifelong Learning system should be integrated with the evolving global system to keep itself updated (Dahlman, Zeng & Wang, 2007).

Content analysis is to words (and other unstructured data) as statistics is to numbers (also called structured data)—an umbrella term encompassing a range of analytic techniques. Content analyses range from purely qualitative analyses, often used in grounded theorizing and case-based research to reduce interview data into theoretically meaningful categories, to highly quantitative analyses that use concept dictionaries to convert words and phrases into numerical tables for further quantitative analysis. Common specialized types of qualitative content analysis include methods associated with grounded theorizing, narrative analysis, discourse analysis, rhetorical analysis, semiotic analysis, interpretative phenomenological analysis, and conversation analysis. Major quantitative content analyses include dictionary-based approaches, topic modeling, and natural language processing. Though specific steps for specific types of content analysis vary, a prototypical content analysis requires eight steps beginning with defining coding units and ending with assessing the trustworthiness, reliability, and validity of the overall coding. Furthermore, while most content analysis evaluates textual data, some studies also analyze visual data such as gestures, videos and pictures, and verbal data such as tone. Content analysis has several advantages over other data collection and analysis methods. Content analysis provides a flexible set of tools that are suitable for many research questions where quantitative data are unavailable. Many forms of content analysis provide a replicable methodology to access individual and collective structures and processes. Moreover, content analysis of documents and videos that organizational actors produce in the normal course of their work provides unobtrusive ways to study sociocognitive concepts and processes in context, and thus avoids some of the most serious concerns associated with other commonly used methods. Content analysis requires significant researcher judgment such that inadvertent biasing of results is a common concern. On balance, content analysis is a promising activity for the rigorous exploration of many important but difficult-to-study issues that are not easily studied via other methods. For these reasons, content analysis is burgeoning in business and management research as researchers seek to study complex and subtle phenomena.

This study highlights the emergence of lifelong learning as the main strategy in the education and training policy of the European Union (EU). The EU's 'Memorandum on lifelong learning' (indexed at TD/IRD 88.400) states that lifelong learning must become the guiding principle for provision and participation across the 'full continuum of learning contexts'. The study focuses on vocational education and training (VET) as an important facet of this continuum and investigates the role of VET in promoting lifelong learning in England and Germany. Based on the assumption that education and training systems have to address similar core issues in the context of lifelong learning, the six Key Messages (KMs) of the EU's 'Memorandum on lifelong learning', which reflect such core issues, are used as the analytical framework of the study. They are: (1) new basic skills for all; (2) more investment in human resources; (3) innovation in teaching and learning; (4) valuing learning; (5) rethinking guidance and counselling; and (6) bringing learning closer to home. The study examines the emergence of lifelong learning as the central strategy of the EU's education and training policy, tracing its development up to the present day, and focusing on EU policy after the mid-1990s and the current EU concept of lifelong learning and its objectives. It then describes the main patterns of VET in Germany and England using the concept of qualification styles, focusing on initial training but taking into account the whole system. This is followed by an examination of the role of VET in promoting lifelong learning in the two countries, using the six KMs as the analytical framework. The summary reveals that the approaches for promoting lifelong learning as well as perceptions of lifelong learning differ between the two countries. The author locates these findings within the wider context of EU education and training policy, critically examines the EU policy on lifelong learning, and highlights further questions for research. Appendices provide additional information to illustrate specific aspects of some issues.

Social relationships play an important role in organizational entrepreneurship. They are crucial to entrepreneurs' decisions because, despite the bleeding-edge technological advancements observed nowadays, entrepreneurs as human beings will always strive to be social. During the COVID-19 pandemic many companies moved activities into the virtual world and as a result offline Social relationships became rarer, but as it turns out, even more valuable, likewise, the inter-organizational cooperation enabling many companies to survive. This chapter aims to develop knowledge about entrepreneurs' SR and their links with inter-organizational cooperation. The results of an integrative systematic literature review show that the concept of Social relationships, although often investigated, lacks a clear definition, conceptualization, and operationalization. This chapter revealed a great diversity of definitions for Social relationships, including different scopes of meaning and levels of analysis. The authors

The present study aimed at providing an overview of the most common themes of research into medical education. Changes in frequency of occurrence of these themes over time and differences between US and European journals were studied. The most productive institutions and researchers in the field were examined. A content analysis was carried out on 10,168 abstracts extracted from the six most influential journals in medical education published since 1988. Twenty-nine major themes were identified, of which student assessment, clinical and communication skills, clinical clerkships, and problem-based learning were the most prominent ones. Some of these themes, such as multiple-choice examinations or computer-assisted instruction seemed to have had their day, whereas other topics, such as the study of clinical clerkships, clinical reasoning, and scholarship in education were on their way up. Medical education research turned out to be a thoroughly international affair to which both US and European research centers contribute. The medical education literature shows an overwhelming emphasis on the preparation of medical students for professional practice. Moreover, the emphasis is very much on the individual student; most research seems to have been conducted with a psychological perspective in mind. It is argued that medical education research would profit from broadening its scope, including sociological, economical, ecological, and system perspectives. These perspectives might bring answers to new questions relevant to the quality of medical education. It is suggested that medical education is in need of moving beyond the conventional effectiveness-driven research approach to a more theory- and discovery-driven approach.

Se revisa la literatura académica del concepto “Valores noticiosos” y corresponde a la primera fase de la investigación “Efecto de la fotografía de homicidios, accidentes y heridos en las emociones humanas”. El objetivo es investigar tendencias, metodologías, origen de los estudios, revistas que los publican, entre otros. Se aplicó un análisis de contenidos, a una muestra 50 artículos con criterios de inclusión y exclusión. Los resultados sugieren la identificación de seis tendencias emergentes en la literatura académica: 1. Tipologías de news values. 2. Selección. 3. Cobertura. 4. Rutinas periodísticas. 5. Web y. 6. Redes sociales y concluye evidenciando una concentración de la investigación en revistas académicas europeas, ubicadas en Scopus y con una presencia nula estudios de Latinoamérica.

The research article “Lifelong Learning in Confucius Philosophical Perspective” has three objectives: 1. To study UNESCO's lifelong learning concept. 2. To explore the concept of lifelong learning in Confucius philosophy. 3. To analyze the lifelong learning concept of UNESCO from a Confucius philosophical perspective. Methodology: The research was documentary. Textbooks and journal articles written in Thai and English on lifelong learning, educational theories, and Confucius philosophy served as the primary and secondary resources. UNESCO online databases and official websites were primary sources for lifelong learning data collection. The content analysis was done using a descriptive method. Results: UNESCO promotes lifelong learning approaches. According to the study, UNESCO promotes a lifelong learning approach and helps member states to tackle issues related to youth and adult literacy through the UNESCO Institute for Lifelong Learning and an online platform. UNESCO highlights functional literacy of adults and youth, numeracy, digital literacy, media literacy, and life skills, including awareness of human rights and gender equality. The Confucian philosophy regards lifelong learning as a relentless, unending process and presents its significance in being a Junzi (gentleman) and a social sage. Learning about Confucius’s five relationships is vital for discussing social justice, individual morality, and world peace. Conclusion: Combining UNESCO’s lifelong learning idea with Confucius philosophy offers a model for sustainable social change. It emphasizes morality, ethics, and an intelligent understanding of social interpersonal relationships. This merger is part of human development and serves the UNESCO Sustainable Development 2030 project. Unique Contribution: This study is distinctive in the way that it integrates UNESCO’s contemporary conception of lifelong learning with Confucius philosophical insights. Applying ancient wisdom to present-day education provides an eclectic understanding. It presents a new approach to understanding and realizing lifelong learning aimed at individual and social development.

Lifelong learning has an essential place in every aspect of our lives. Lifelong learning refers to individualized learning based on individuals' personal and professional interests at times of need. This research aims to reveal the relationship between lifelong learning and media based on the opinions of pre-service teachers. The research data was obtained from Turkish, Social Studies, Preschool, and Classroom Teaching students (N:246) attending Uşak University Faculty of Education. To reveal the relationships of the pre-services teachers in the study group with lifelong learning and the media, the data were collected with the "Lifelong Learning (LLL) and Media" form, which the researcher prepared, and expert opinion was taken. The data obtained were analyzed by content analysis. As a result of the analysis, 13 themes were obtained because of the opinions of the pre-services teachers. As a result, pre-service teachers expressed the relationship between lifelong learning and media from different perspectives and revealed a clear pattern between media and lifelong learning. Pre-service teachers stated that "contribution to lifelong learning by using media as a teaching tool" (f:38) and "contribution to lifelong learning by increasing accessibility to accurate information" (f:34) were made. They also put forward opinions covering these themes, stating that "the media as a whole contributes to lifelong learning" (f:33) and "the media contributes to lifelong learning due to its contribution to vocational education" (f:32). The idea that media can make a significant contribution to the lifelong learning process emerges clearly in the research.

Working life is transforming, including an emerging digitalisation of its products and processes. Due to such transformation, competencies need to be developed in organisations that suit the emerging conditions for performing work. In the growth of these competencies, higher education is a key player. Its role is twofold, including preparing students for working life and being involved in professional development through continuous education and lifelong learning initiatives. This role as a key player has the potential to assist in the development of competencies at both an individual and organisational level. Another movement in society is the dissolution of boundaries between organisations, leading to the emergence of networked and hybrid organisations. Digitalisation is a driving force in this phenomenon. Even within universities, this trend has grown and impacted the relationship between the university and the surrounding society. In a hybrid and networked university, its operations are closely linked to the surrounding society, including the interplay of the needs of both parties; a balance of power; and weak boundaries between the university and organisations in the surrounding society. Another trend in the higher education sector is the emphasis on lifelong learning policies. Such policies link lifelong learning to global competition and social inclusion for all. The project reported in this paper builds on the ideas of lifelong learning from a university that aims to be hybrid and networked. The reported initiative builds on data from an early phase of a development project that aims at developing new forms of lifelong learning and professional development. Thematically analysed Post-it Notes from workshops supported the answering of the following research question: How do higher education staff perceive development of lifelong learning? The following four main categories were generated: (1) the hybrid and networked university, (2) pedagogical models, (3) internal organisation, and (4) quality. The conclusion includes staffs’ positive attitude towards lifelong learning initiatives. They emphasise the university as an open space and as a partner for agents in the surrounding society. Moreover, they stress lifelong learning initiatives for staff; further development of educational models; scientific legitimacy and high-quality deliverance; flexible internal organisation and structures; and finally, the importance of collaboration and networking. Further data collection is needed to validate the results and the potential for developing theoretical insights that could inform lifelong learning initiatives in emerging digitally infused societies.

In present circumstances, it has become inevitable for individuals to continue obtaining new information and skills throughout their lives. Having learned to learn and information literate individuals are able to meet their learning needs both in career and personal terms by themselves. The important aspect is the individual feels the need to learn and knows how and where to meet these needs. Feeling those can be considered as the basic requirement to make efforts in order to meet them. However, the surrounding circumstances may support or prevent meeting these needs. Therefore, the main questions to be answered in this study are as follows: (1) what are the factors supporting academics, holding office in the faculty of education, to become lifelong learners? and (2) what are the factors preventing academics, holding office in the faculty of education, from becoming lifelong learners? Since the situation of being a lifelong learner will be examined by being based on the present working conditions, the study is designed as embedded multiple case study. It is endeavored to ensure maximum variety in the study group by taking into account the various academic titles, gender and fields of study. The interview form is developed based on the literature and revised according to the opinions of specialists. The data has been collected by having individual interviews with academics and a content analysis has been performed. In conclusion of the analysis performed, such themes as the need to become lifelong learners, the factors supporting to become lifelong learners and the factors preventing from becoming lifelong learners have been reached.

The impact of the 21st century has shown itself on education as in every field. The understanding that learning should continue outside of school in contemporary education models, in which the individual is aimed at self-realization, reveals the importance of the concept of lifelong learning. In this study, it is aimed to examine the lifelong learning scales in the literature from various perspectives. It is thought that there is not enough content analysis about the scales developed/adapted by researchers of the concept of lifelong learning, and the findings obtained as a result of the study are important in terms of providing scientific information to other researchers in the scale development process. The study group of the research consists of 29 articles and postgraduate theses in TOAD, YÖK-National Thesis Center, Dergipark and Google Academic databases, including scales developed on "lifelong learning". Document analysis, one of the qualitative research methods, was used to collect data. Content analysis, one of the qualitative data analysis techniques, was used in the analysis of the data. As a result of the study, it was found that the scale development/adaptation studies by years were carried out mostly in 2014, the development studies were predominant, the number of items in the scales was between 21-30 at most, the application group of the developed/adapted scales was mostly university students, and that the scales developed/adapted were published. It has been revealed that these types are mostly master's thesis and developed/adapted in a 5-point Likert type.

This systematic literature review aimed to provide updated information on lifelong learning in educational research by examining theoretical documents and empirical papers from 2000 to 2022. This review sought to identify concepts, theories, and research trends and methods linked to lifelong learning in educational research in different countries. Our review findings showed that theoretical papers, such as reports, policies, and concepts of lifelong learning, are generally much more extensive than empirical studies. Word cloud analysis revealed that the most prominent concepts were lifelong learning skills, lifelong learning competencies, and the three types of lifelong learning (formal, nonformal, and informal). Following the inductive analysis, this study investigated three common research trends: conceptual framework or policies of lifelong learning, lifelong learning abilities, and influencing factors of lifelong learning and/or lifelong learning abilities. Regarding methodology, this study identified only three studies that used mixed methods, which is insufficient in the field. In addition, heterogeneity was also observed between research instruments in lifelong learning. Different data analysis techniques can be applied in this field, including content analysis, descriptive analysis, and inferential analysis. Finally, the participants involved in the examined studies were students, primary and secondary school teachers, undergraduates, postgraduates, student teachers, European Union Lifelong Learning experts, young adults, teacher educators, administrators, and academic staff.

The Covid-19 epidemic ushered in a new era of hybrid learning. After the Covid-19 pandemic, information technology (IT) acceptance is no longer a problem. And given that it is the “postdigital”, technology-related constructs should be updated and devoted to creating a lifelong agile learning environment (LE). The research question is how to manage collaborative learning (CL) activities through online integrated platforms to better serve outcome-based education (OBE). This research reviews the digital transformation advancement in learning management systems and points out that the digitalization LE breeds postdigital learning, which is based on IT “affordance” and well organization and distribution of course resources. When led by OBE, this paper employs qualitative synthesis research and to foster personal development summarizes the appropriate method for managing CL activities as student-centered lifelong learning, organization of role-based activities, and all-around assessment. Finally, the findings are a conceptual framework for student-centered learning within digitalization LE and an illustration of a curriculum with a customized Feishu of ByteDance performing CL. The contribution involves learning in less structured environments, such as an advanced enterprise collaboration and management platform, which prompts creative and innovative approaches to uncertainty and change. As a result, the practical implication facilitates students to find both their will and their own creative and exploratory ways of lifelong learning.

This chapter proposes research questions that are informed by the review of literature. It also discusses the methods used in the following studies of international practice in landscape architecture. This chapter comprises five sections. Section 3.1 explains the research questions designed to test the research hypothesis of this thesis, and discusses the need for multi-faceted data collection to address these questions. Section 3.2 explains the selection of methods, including a review of key texts, survey and case study methods. Section 3.3 explains the purpose and scope for the review of key texts along with the survey and case study. Section 3.4 explains the application of survey methods in this research, including a discussion of the design of the survey questionnaire, the procedures for data collection, and the analytical approaches. Section 3.5 explains the application of the case study method in this research, including case selection, sources of data, procedures for data collection and analytical approaches.KeywordsQuestionnaire surveyInterviewsCase studyProjects in ChinaDesign documents