From Learning to Leading: Modelling the Predictive Impacts of Lifelong Learning on Adaptive Expertise and Sustainable Leadership Competencies Development

Continuing education and lifelong learning have emerged as essential tools for people to remain competitive, engaged, and adaptable in a rapidly changing world. Lifelong learning becomes more crucial in the context of rapid technological advancement, shifting labor markets, and changing social environments. This study investigates the impact of lifelong open education on skill development and assesses its effectiveness in fostering continuous professional and personal growth. This study formulates a conceptual model employing Structural Equation Modelling (SEM) to investigate the influence of lifelong learning on the intention of learners at Bangladesh Open University (BOU) towards skill development. The findings indicate a significant correlation between the skill development of BOU learners and their engagement in lifelong learning. The results indicate that lifelong learning significantly influences the skill development of BOU students. The relationship between learners' skill development and learning motivation is entirely mediated by engagement in lifelong learning. This study argued that skill development depends on flexible and easily available learning strategies, hence promoting ongoing professional growth. The research emphasizes the necessity for educational institutions and legislators to enhance the support system, student motivation, and content relevance for upskilling, enabling students to adapt to an ever-evolving world.

The research to practice full paper aims to demonstrate the quantitative relationship between specific attributes of engineering students and the likelihood that they will engage in life-long learning. With the utilization of senior exit survey data provided by the Civil Engineering Department at Cal Poly Pomona, student responses were analyzed using a multinomial logistic regression model. The senior exit survey data consist of the categorical responses to the department's questions from the graduating class from the years 2013-2018. The collected data contain specific information such as student's name, the year they started, career outlook, and individual capabilities. The data were then utilized for implementing a multinomial logistic regression model because of the many benefits it could provide. The benefits include the precise identification of data anomalies and individual effects of each covariate in the research, which can result in the optimal independent. Although several other research papers have explored this topic, little research involving the use of statistical models have been conducted to develop a better understanding of factors that may influence engagement in life-long learning. Past research has mostly investigated ways in which the practice of life-long learning can be enhanced or more efficiently practiced. The multinomial logistic regression model was produced using the statistical software package R. The results demonstrate the student attributes which play a role in determining engagement in life-long learning. Among the eleven student attributes tested in the study, only three are statistically significant; these attributes consist of cognizance of current engineering issues, confidence in applying engineering fundamentals, and confidence in being an effective team leader.

Today, adult individuals must be able to continuously learn and adapt to the rapid changes occurring in society. However, little is known about the individual characteristics, particularly personality traits, that make adults more likely to engage in learning activities. Moreover, few studies have longitudinally and objectively investigated the influence of personality on engagement in lifelong learning throughout working age. This study therefore used longitudinal data (15 years) to examine which personality traits predicted level and long-term changes in learning activities among 1329 Swedish adults aged 30–60. The results from growth curve modelling showed that over the follow-up period, novelty seeking and self-transcendence were both positively related to overall level of engagement in learning activities, although not to rate of change. Regarding specific activities, novelty seeking was related to higher levels of engagement in attending courses, taking on new education, and making occupational changes, while harm avoidance was negatively related to the likelihood of changing occupation. The results of this study underscore the importance of considering personality in relation to engagement in lifelong learning activities. Insights from this study can potentially increase the likelihood of finding methods to promote lifelong learning, which can be beneficial for educators, policymakers, and companies.

Lifelong learning (LLL) remains widely discussed in today literature as a mechanism to keep updated with the latest information and knowledge. Engaging in LLL is a necessity for teachers to stay current, alerted with the changes in education, and remain on the cutting edge in the field of teaching. To keep up with new developments, it takes courage and self-determination to continue learning. Through teacher professional development (TPD), continuous learning and improvement can take place via professional training, workshops, conferences and personal reading to upgrade teaching skills, content knowledge and classroom teaching practices. Teachers are believed and empirically proven to influence student achievement. As far as student achievement is concerned, teachers’ continuous learning and constant improvement are inevitable. Again, studies have evidenced that teacher engagement in continuous learning benefits both teaching and learning. Inasmuch as TPD is considered as a vehicle for teacher improvement, teacher engagement in lifelong learning (LLL) can be perceived as a driver that drives that particular vehicle where new knowledge and skills are obtained. Besides, when teachers involve in LLL, this helps them to develop continuous learning mind-set and habit which as a result will facilitate innovation and creativity among teachers. It prepares teachers with the assistance of continuous training to face the challenges, and keeps teachers up to date on new research and methods of teaching twenty-first-century learners using new technology to enrich teaching as well as facilitate learning in the classroom. With this scenario, this research sets out to explore the level of teacher engagement in lifelong learning activities in Sultanate of Oman. Besides, it aims of identifying government and educational institutions roles in Oman in empowering teachers towards lifelong learning for continuous professional development (CPD) for best practices. Some empirical data were collected from teachers’ lived-experiences about LLL for TPD in Oman. The findings are expected to play a pivotal role in urging Omani government and educational institutions to create a learning environment in which teachers and students becoming lifelong learners as well as where developing cultural learning mind-sets can be nurtured. It is envisaged that the findings will emphasize the need of government and education institutions’ roles in fostering lifelong learning among teachers throughout their lives.

The relationship between first-year university students’ academic self-concept and lifelong learning tendency

Educational attainment is typically determined by the time one reaches early adulthood. However, its effects on health are cumulative across the life course. The cumulative nature of the relationship between educational attainment and health highlights the need to explore the potential benefits of continuous adult education (e.g., lifelong learning). Thus, we hypothesize that participation in lifelong learning attenuates the effects of educational attainment on health in later life. This study is among the first to examine the association between lifelong learning activity and health with the use of a nationally representative sample of adults aged 50 years and older (2012 Health and Retirement Study; n = 6,829). Structural equation models with bootstrapping were used to examine the mediation effect of lifelong learning activity in the relationship between educational attainment and self-rated health. Results showed that approximately 6–10% of the education effect [95% bootstrap confidence interval (lower limit, upper limit) = (0.033, 0.052)] on self-rated health was mediated by lifelong learning activity [95% bootstrap confidence interval (lower limit, upper limit) = (0.002, 0.006)] even after adjusting for the sociodemographic characteristics as well as major health determinants (e.g., physical activity, smoking, etc.). Findings suggest that engagement in lifelong learning provides an opportunity to promote older adults’ health regardless of formal educational attainment established in early adulthood. Public health implications point to lifelong learning as a potential autonomous and sustainable strategy to reduce socioeconomic disparities in health, which could be incorporated into education and public health policies to promote such efforts.

Recognising, managing and supporting dyslexia beyond registration. The lived experiences of qualified nurses and nurse academics.

Maintenance of Certification and Pediatrics Milestones–Based Assessment: An Opportunity for Quality Improvement Through Lifelong Assessment

The complementary and alternative methods of healthcare (CAM) supply and demand and the learning opportunities in the field of CAM services have been rapidly increasing. The goals of the study were to determine motivational factors behind individuals' engagement in lifelong learning in the field of CAM services and differences in these factors between CAM services consumers and suppliers. Two focus groups and semi-structured interviews were performed. The thematic analysis approach was utilised and social network analysis for the graphical representation and quantification of identified motivational factors. The study identified five motivational factors explaining individuals' engagement into lifelong learning in the field of CAM services that are consistent with socio-behavioural models explaining the motivation for health behaviour modification. The results of this qualitative study form the basis for a further systematic study of the use and increased supply of CAM services.

The complementary and alternative methods of healthcare (CAM) supply and demand and the learning opportunities in the field of CAM services have been rapidly increasing. The goals of the study were to determine motivational factors behind individuals' engagement in lifelong learning in the field of CAM services and differences in these factors between CAM services consumers and suppliers. Two focus groups and semi-structured interviews were performed. The thematic analysis approach was utilised and social network analysis for the graphical representation and quantification of identified motivational factors. The study identified five motivational factors explaining individuals' engagement into lifelong learning in the field of CAM services that are consistent with socio-behavioural models explaining the motivation for health behaviour modification. The results of this qualitative study form the basis for a further systematic study of the use and increased supply of CAM services.

Contemporary youth require novel talents and fluencies due to the profound changes that are taking place in society. From school education to professional development and lifelong learning, everyone needs to have twenty-first-century skills to cope with these changes and the new normal. Lifelong learning should be the guiding idea for the future revitalization of the teaching profession. The development of lifelong learning competencies will enable teachers to help their students become lifelong learners. Teacher education is undoubtedly the most important component for teachers who seek to gain lifelong learning competencies. The study of teacher education is essential for investigating the factors that affect lifelong learning competencies among teacher trainers. The main aim of this study is investigating whether perception of lifelong learning and learning strategies could explain teacher trainers’ lifelong learning competencies and to examine whether their professional and personal factors could influence this. For this study, a correlation research design was chosen. The research sample was made up of 232 teacher trainers from various education degree colleges in Myanmar using random sampling method. Multiple linear regression analysis was performed to formulate the regression models for lifelong learning competencies of teacher trainers, and analysis of variance was also utilized to create comparison between the outcome models. The results indicated that the including region, teaching experience, perception of lifelong learning, and learning strategies may be the best regression model for predicting lifelong learning competencies in teacher trainers. This research may also be useful for establishing practical policy to implement the lifelong learning competencies within the formal and non-formal education sectors.

<h3>Context:</h3> A mastery mindset is important for physicians’ engagement in lifelong learning. In primary care, early-career physicians face unique challenges in establishing independent clinical practice following residency training. This study aims to shed light on whether family physicians graduating from a competency-based education (CBME) residency program continue to exhibit mastery-oriented mindsets and motivations that could have an impact on lifelong learning and patient care outcomes. <h3>Objective:</h3> To examine the mindsets of early-career family physicians following graduation from a CBME residency program. <h3>Design:</h3> Longitudinal, cohort, survey study of family medicine (FM) residents. <h3>Setting:</h3> One graduating FM resident cohort (2015-2017) at a large Canadian university was surveyed at three time points: 1) end of residency training, 2) one year into clinical practice, and 3) three years into clinical practice. <h3>Population Studied:</h3> Of 70 eligible FM residents, 52 (74%), 43 (61%), and 29 (41%) completed the questionnaire at each of the three data collection points respectively. <h3>Instrument:</h3> Baranik et al.’s instrument was used to measure the three types of mindsets (mastery, performance approach, performance avoidance). Each mindset was measured by 4 statements. Participants indicated their level of agreement with each statement (1=not at all agree; 10=completely agree). <h3>Main Outcome Measures:</h3> Three types of mindsets: Mastery - self-directed, intrinsic motivation towards learning; performance approach - motivation towards impression management; and performance avoidance - motivation towards ego-protection. Descriptive and multivariate analysis of variance were performed. <h3>Results:</h3> Irrespective of the time in practice, mean scores were the highest on the mastery mindset and the lowest on the performance avoidance mindset measures (P &lt; 0.001). With time, the mastery mindset scores decreased among the cohort (P = 0.04). <h3>Conclusions:</h3> Family physicians trained in a CBME residency program continued to be mastery-oriented in the first three years of clinical practice despite a downward trend. Residency programs need to ensure graduating physicians are equipped with knowledge and tools to maintain mastery mindset throughout their professional careers.

This paper provides an overview of some of the reasons for the extraordinary growth in what was traditionally seen as a peripheral economy on the Celtic fringe of North West Europe. Learning, innovation and social capital offer important clues behind the story of the Celtic Tiger. However, there is a downside to this story: Ireland continues to rank as one of the most unequal out of a group of 18 industrialised countries. Given the global emphasis on knowledge as central to the enhancement of opportunities at the individual and societal level, we focus on one crucially important equity dimension—that of opportunities for participation by the majority of the population, namely adults, in education and training. The question we pose is: to what extent does Ireland offer a model of a knowledge society for all, as opposed to a knowledge economy for some? We highlight a number of implications and questions which we regard as important for Lifelong Learning in Ireland and other members of the ‘new’ Europe seeking to find the ‘miracle’ formula for social and economic development.

Student development of self-directed learning skills is critical for success in today's rapidly-changing engineering world. The details of how instructors may best foster engagement in life-long learning, however, are unclear; many educators have struggled to define, implement, and assess lifelong learning in engineering curricula. We present a framework for student autonomy that may serve as a useful curriculum design tool by aiding instructors' consideration of learner responsibility and development. The model describes lifelong learning as a set of choices over which students may gradually gain control. These areas of learning autonomy include four question categories: why is learning necessary, what should one learn, how should learning occur, and how well is learning achieved. Instructors may create policies in these four areas that produce low or high degrees of learning autonomy. Awareness of the areas of student autonomy may enable course designers to more effectively adopt approaches that meet student needs and foster lifelong learning skill development.

The importance of continuous learning and professional development, as well as the level of satisfaction teachers have with their professional environment, are critical factors for the success and overall growth of the educational system, especially during periods characterized by rapid social and technological change. This study focused on analyzing and understanding the relationships between the parameters of lifelong learning, job satisfaction, and readiness for change, through the perspectives of secondary education teachers. The convenience sampling method was utilized to recruit 496 Greek teachers aged between 21 to 51 years. The data analysis included Exploratory Factor Analysis (EFA) and Structural Equation Modelling (SEM) to evaluate the relationships among the variables. The results showed significant positive correlations between job satisfaction, readiness for change, self-directedness, and learning intention. Notably, job satisfaction influenced readiness for change, self-directedness, and learning intention. The study concluded that fostering job satisfaction and self-direction is key to enhancing educators' readiness for change and engagement in lifelong learning, which contributed to their professional development.