Abstract
Lifelong learning is one of the main trends in educational and social policy in Europe, aimed at ensuring professional realization and social integrity of an individual. The article describes cognitive and metacognitive aspects of the formation of learning competence, as well as predisposition of law students to lifelong learning. A survey of 218 students and masters was conducted, data on the most popular and effective forms of knowledge acquisition (experience of formal, nonformal and informal learning over the past year), plans for further education and career development were collected. The dynamics of learning at different years of study is described. A group of students with pronounced learning and focus on lifelong learning (45% of the sample) was identified. A comparative analysis of two samples was carried out and qualities that could be considered markers of the LLL orientation were identified: a high level of metacognitive knowledge and metacognitive activity, reflective competence (at the cognitive, metacognitive and personal level), internal involvement in learning, focus on achieving professionalism and personal development, general self-efficacy, the prevalence of progressive and creative motives over consumer ones. Conclusions are drawn about the predominant role of metacognitions and personality determinants in the formation of lifelong learning competency among students. Reflection aimed at recognizing one’s own cognitive processes and understanding their contribution to personal development is the main mechanism for the formation of meta-cognitive abilities. The results obtained in the study determine the ways of pedagogical support and psychological intervention to ensure the development of lifelong learning competencies in different categories of students.
Highlights
Lifelong learning is one of the main trends in modern educational, social and international politics
LLL orientation of students is determined by a number of criteria, primarily the regular use of various methods of formal, informal and independent learning, aimed at expanding and improving their professional and life competencies
Students with high learning activity have a number of characteristic differences that can be considered markers of the LLL orientation: a high level of metacognitive knowledge and metacognitive activity, reflective competence, internal involvement in educational activity, focus on acquiring professionalism and personal development, general self-efficacy, the prevalence of progressive and creative motives over consumer ones
Summary
Lifelong learning (hereinafter – “LLL”) is one of the main trends in modern educational, social and international politics. The concept of lifelong learning was introduced back in the 70’s of the XX century under the auspices of UNESCO as the most effective way to solve the problems of professional mobility and the integration of some socially vulnerable groups: elderly people, forced and voluntary migrants, etc. Numerous scientific studies by European scholars have clarified that formal and nonformal learning positively affects economic performance, social capital, psychological well-being, health, family relationships, and other areas of life The global challenges of a post-industrial society (technological innovation, digitalization, information overload, demographic shifts, regular economic and social crises) put LLL among the necessary conditions for the existence of any person, regardless of age or profession
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