Promoting Lifelong Learning Propensity and Intentions for Vocational Training among Adult and Vocational Educational Undergraduates

Abstract

Learning is not static but dynamic and it is not restricted to an externally imposed direction of learning. Thus, helping an individual to actualize self-direction in learning is a potential model for enhancing information literacy skills and learning outcomes. This study, therefore, employed the theoretical framework of self-directed learning skills to foster students’ lifelong learning tendencies and intentions for vocational skills upgrading via an enhanced information literacy self-efficacy. We employed a quasi-experimental design, with a three-wave survey. The participants were 163 students of Adult and Vocational Education programmes from two universities in Nigeria. The repeated measure MANCOVA results revealed that our intervention increased the participants’ self-directed learning skills, lifelong learning tendencies, and intentions to participate in skills upgrading upon graduation. The mediation tests showed information literacy self-efficacy as a mediator of the relationship between our intervention and the students’ lifelong learning tendencies, as well as with intentions for skills upgrading.