Capacity For Lifelong Learning Research Articles

Sustainable Development through Competence-Based Education Strategy: Empowering Learners’ Progression for Self-Reliance

Competence-based education strategies have become a crucial element in modern educational environments, playing a vital role in guiding learners toward self-reliance. By prioritizing the acquisition of specific skills and knowledge, these approaches facilitate the development of practical abilities essential for independent success. Through a focus on mastery of competencies and their real-world application, learners cultivate a deeper understanding, self-sufficiency, and effective problem-solving skills, ultimately enhancing their capacity for lifelong learning and adaptability. As learners progress through competence-based programs, they build the confidence and skills necessary to navigate their educational and career trajectories with increased autonomy, thereby fostering a more self-reliant and empowered future. This review highlights the significance of integrating Self-Directed Learning Theory with competence-based education strategies, leading to enhanced learner autonomy, effectiveness, and adaptability in both personal and professional contexts. Keywords: Competence, Education, Learners, Self-Reliance, Sustainable, Development, Progression, Strategy

Influences on teacher trainers’ lifelong learning competencies

The purpose of this paper was to explore teacher trainers’ perceptions of lifelong learning competences as well as the impacts of new learning communities and learning strategies on their competences. Semistructured interviews were conducted with 12 teacher trainers in education degree colleges in Myanmar selected by purposive sampling. According to the findings, they perceived lifelong learning as a learning to keep update with the contemporary things. They generally reported high confidence in their competences related to learning to learn, literacy, multilingualism, and digitalism; they reported less competences with science and math as well as entrepreneurialism and multilingualism. The teacher trainers reported both positive and negative effects of new learning communities on their lifelong learning competencies, particularly in the areas of digital and multilingualism competences. In response, most participants used self-regulated learning strategies to gain teaching competences, which then influenced their lifelong learning capacities.

Towards learning digital twin: case study on an anisotropic non-ideal rotor system

In the manufacturing industry, the digital twin (DT) is becoming a central topic. It has the potential to enhance the efficiency of manufacturing machines and reduce the frequency of errors. In order to fulfill its purpose, a DT must be an exact enough replica of its corresponding physical object. Nevertheless, the physical object endures a lifelong process of degradation. As a result, the digital twin must be modified accordingly in order to satisfy the accuracy requirement. This article introduces the novel concept of ”learning digital twin (LDT),” which concentrates on the temporal behavior of the physical object and highlights the digital twin’s capacity for lifelong learning. The structure of a LDT is first described. Then, in-depth descriptions of various algorithms for implementing each component of a LDT are provided. The proposed LDT is validated on the simulated degradation process of an anisotropic non-ideal rotor system.

Satisfaction and Knowledge of Emergency Residents about Journal Club

Background: The key teaching-learning activity journal club provides a platform for developing critical evaluation skills. It makes it easier to stay current with new research, enabling residents to improve patient care, and assisting them in developing into knowledgeable specialists.
 Methods: A cross-sectional survey was conducted in March 2023 among emergency department residents at King Saud Medical City (KSMC), King Salman Hospital, Aliman General Hospital, and Imam Abdulrahman Alfaisal Hospital. This study was conducted to find out how individuals felt about having journal club as part of the curriculum. 124 emergency registrars participated in a survey. The goal of the study was explained, and instructions for filling out the survey forms were given. In order to analyze the data, SPSS version 24 was used. The study variables were represented by descriptive statistics (the frequency with percentages for categorical variables), and the chi-square test was employed to determine statistical significance.
 Results: A total of 124 (N = 124) emergency residents responded to the survey. 45 (36.2%) residents from R1 and 33 (26.6%) from R2. 71% of participants were male and 29% were female. Journal clubs are not well known to the majority of R1 locals (48.7%). However, a significant portion of R4 residents (29.27%) are familiar with journal clubs. The majority of residents (39%), first learned about journal club from friends, followed by the internet (35%), journal club attendance (9%), and literature (16% of residents), in that order. The main justification offered for not incorporating a journal club into the curriculum is that it takes a lot of time to prepare.
 Conclusion: A journal club would increase residents’ capacity for lifelong learning. It is a useful educational tool to help them comprehend the processes involved in conducting research that would enhance patient care.

Developing EFL Learners' Autonomy in Speaking English: An Investigation Into Teachers’ Support at a University in the Mekong Delta

Learner autonomy (LA) has been concentrated in the Vietnamese educational context for more than two decades as it equips learners the capacity for lifelong learning. For the EFL tertiary context, students encounter various challenges practicing language skills, especially English speaking, because of lacking the language environment (Huyen & Cang, 2021). As the importance of LA and students’ English speaking skills in language learning, this study aims at exploring what EFL teachers support to develop LA in speaking English. The study using a mix-method approach was conducted at a university in the Mekong Delta with the participation of 12 EFL teachers. To gain insights into teachers’ support to develop LA in speaking English, a questionnaire, recording observations and a semi-structured interview were used to collect data from the participants. The result indicated that the teachers positively supported their learners by offering choices of relevant information belonging to English speaking topics delivered, implementing class discussion and group work activities, encouraging them to self-evaluate and emphasizing the importance of LA in speaking development.

A Proposal of Information Literacy Concept in Accordance with the Context of Higher Education in Vietnam

Information literacy is a type of personal capacity, which demonstrates an individual’s ability to master the information world, exploit and use information effectively to deal with his/her living, studying and working needs. Information literacy is associated with the development of lifelong learning capacity and social inclusion for individuals. Therefore, information literacy has become increasingly important, becoming a popular topic in education research, especially in the current context of the 4th Industrial Revolution. Since the 70s of the 20th century, information literacy has been widely discussed and developed by educational institutions, especially higher education ones, in Western countries. Concepts, theoretical frameworks and practices for developing information literacy for learners have been established and mostly applied in Western countries. However, with a different educational context, such as the one in Vietnam, how should information literacy for university students be conceptualized and developed? This paper firstly presents an overview of how the concept of information literacy has been changed globally and those aspects that impact the way information literacy has been conceptualized and developed. Key points discussed are educational context, academic culture, teaching and learning practices. From that analysis, the paper proposes a concept of information literacy for students, which is in accordance with the academic culture of Vietnamese higher education.

Competencies of the area of statistics in legal research

The activity carried out by legal institutions in societies as an expression of social and human realities, demands the understanding of these for the construction of a fair and equitable legal order, which contributes to generate progress, development and individual and social welfare. Achieving this understanding and promoting the generation of knowledge requires that the training offered by universities to future legal professionals emphasizes training for research as an instrument for generating knowledge, providing them with solid competencies and contributing to their education as ethical citizens; cultivating critical and independent thinking and the capacity for lifelong learning. Based on these premises, the paper proposes a reflection on research in the legal field and the unavoidable training of law students in competencies related to the application of statistical techniques and tools to social facts, to measure them, deduce laws that govern them and make predictions. As a condition to carry out legal research, creating rigorous knowledge and validity to analyze and explain material and human facts that determine the social structure.

DEVELOPING EFL LEARNERS' AUTONOMY IN SPEAKING ENGLISH: AN INVESTIGATION INTO STUDENTS' PRACTICE AT A UNIVERSITY IN THE MEKONG DELTA, VIETNAM

<p>Learner autonomy (LA) is currently concentrated in the Vietnamese educational context as it equips learners with the capacity for lifelong learning. For the EFL context, tertiary students encounter numerous challenges practicing language skills, especially English speaking because of lacking the language environment. This study aims at exploring what Vietnamese EFL students practice to develop LA in speaking English. The study using a mix-method approach was conducted at a university in the Mekong Delta, Vietnam with the participation of 102 English-majored students ranging from freshmen to seniors. A questionnaire and a semi-structured interview were used to explore students’ practice to develop LA for their English speaking development. The result reveals that the level in practicing LA among groups of students reaches the average, and it also figures out the components of LA in English speaking skills that students have performed as well as activities that students still encounter many obstacles in practicing.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0982/a.php" alt="Hit counter" /></p>

THE EFFECTS OF HUMAN CAPITAL ATTRIBUTES ON THE EMPLOYABILITY READINESS AMONG ENGINEERING GRADUATES IN THE HIGH EDUCATION INSTITUTE’S IN OMAN

The aim of this study is to investigate the effects of human capital attributes on the employability readiness of the engineering graduates of the High Education Institutes in Oman. The study adopted self-directed structured questionnaire distributed to a sample of engineering students and graduates from a number of colleges and universities. The study used the structural equation modelling (SEM) for analysing the collected data. The findings of the statistical analysis of the study showed that Omani graduates signify professional ethics and morality, teamwork including respecting others, cooperating, negotiating, persuading, and contributing to discussions, Communication skills including listening and questioning, Capacity for lifelong learning including openness to new ideas, Creative thinking of the ability to develop and apply appropriate solutions, and Problem solving skills of the ability to analyse facts and situations as the top required skills of Readiness for Employability. Specifically, study findings showed Human capital attributes factor has high influence on the Readiness for Employability of the graduates in Oman. Finally, the study’s implementations and recommendations could be transferred to the Gulf and Arab or other countries’ contexts having similar settings of HE systems and similar issues of skills gap and employability concern of their graduates.

Understanding self-regulated learning in Singapore’s social studies classrooms

ABSTRACT Self-regulated learning, reflective thinking, and meta-cognition have been given greater emphasis in Singapore’s education system as central to the development of 21st century competencies and lifelong learning capacities. This study explores students’ perceptions of their Self-Regulated Learning (SRL) strategies in Secondary Social Studies after engaging in a Computer-Based Learning Environment (CBLE) lesson with online information sources. Semi-structured group interviews were used to tease out the SRL strategies utilised by students from two different schools. SRL strategies were embedded in the CBLE as instructional prompts created for the purpose of assisting students during task completion. Students were then asked to reflect and comment on their work to identify SRL strategies they utilised in their learning. Findings demonstrate a range of SRL behaviours conveyed by students in the areas of planning for learning tasks, monitoring their learning, and reflection on their learning. The study highlights the importance of SRL strategies in Social Studies education to improve student learning.

Perils, pitfalls and possibilities: introducing reflective practice effectively in legal education

ABSTRACTA number of factors militate against easily and systematically introducing reflective practice in the law school environment. This article is intended for legal educators who wish to develop the multi-faceted reflective capacity of their students. A significant barrier is failing to adequately operationalise the term “reflective practice” to build a common language, appreciation and respect for its power to support professional learning – both instrumental and transformative. To overcome this, I rely on a theoretical framework for reflective practice that includes five domains of reflection that ultimately support praxis. Cultivating reflective capacity in each domain produces unique learning outcomes that cumulatively build actionable professional knowledge and expertise, and support professional formation. Poorly introduced “reflective practice pedagogy” may have adverse consequences, preventing the student from appreciating the generative impact reflective practice has on professional learning and nurturing the capacity for lifelong learning. To overcome this danger, I explore 10 perils legal educators may wish to avoid when introducing reflective practice. The first is not being sufficiently clear about your intent and the pedagogical purpose. The second is not choosing a reflective method or task that is “fit for purpose”. To better calibrate pedagogical approaches, I provide a sampling of the myriad opportunities for enabling reflection in each domain. I briefly explore eight other perils and the possibilities for overcoming them.

Adaptive Resonance Theory in the time scales calculus

Engineering applications of algorithms based on Adaptive Resonance Theory have proven to be fast, reliable, and scalable solutions to modern industrial machine learning problems. A key emerging area of research is in the combination of different kinds of inputs within a single learning architecture along with ensuring the systems have the capacity for lifelong learning. We establish a dynamic equation model of ART in the time scales calculus capable of handling inputs in such mixed domains. We prove theorems establishing that the orienting subsystem can affect learning in the long-term memory storage unit as well as that those remembered exemplars result in stable categories. Further, we contribute to the mathematics of time scales literature itself with novel takes on logic functions in the calculus as well as new representations for the action of weight matrices in generalized domains. Our work extends the core ART theory and algorithms to these important mixed input domains and provides the theoretical foundation for further extensions of ART-based learning strategies for applied engineering work.

The effect of telecollaboration in the development of the Learning to Learn competence in CLIL teacher training

ABSTRACT One of the main aims of diverse education systems is the development of key competences to improve citizens’ capacity for lifelong learning. However, some authors have signalled the challenge their measurement entails, among them the Learning to Learn (LtL) competence, which has also been shown to be complex to define and is under research. With a pre–post-test design and a variety of assessment instruments, this study compares the effect having an educational technology course and using telecollaboration has on the development of the LtL competence in a content and language integrated (CLIL) learning environment. Four groups of teacher trainees at two different universities took initial and after treatment surveys on LtL. Quantitative and qualitative data analysis indicated that technology boosts LtL but that telecollaboration helps develop LtL reflective concepts further in the form of processes by constructing or accomplishing learning goals in similar contexts.

DESIGNING DIGITAL EDUCATIONAL RESOURCES WITH THE DIGITAL TECHNOLOGIES TOOLS

Designing digital educational resources with the digital technologies tools while training future primary school teachers is considered by the author as one of the ways of solving the problem of insufficient level of implementing digital educational resources in the educational process of educational institutions.The author clarifies the essence of the concept of “digital educational technology” and its interconnection with the notion of “digital educational resources” and notes that the term “digital technology” is used to describe the technology of creating, transmitting and storing information messages, which envisages coding their contents with figures, and the term “digital resource” is used to describe information carriers created by using digital technologies.If the use of digital technology and digital resources is carried out for the implementation of educational tasks, the author advises to use such categories as “digital educational technology” and “digital educational resource”. It is noted that the design of digital educational resources is the important task of using digital educational technologies.The process of using digital technologies for designing a digital educational resource on the example of the digital educational resource “Interactive poster” is considered. Eight stages have been identified, during which the following functions of digital technology are implemented: visual, operational and creative, correctional, communication, collaborative, demonstrative and presentational.It is noted that designing digital educational resources with the digital technologies tools while training future primary school teachers provides for the organization of activities aimed at improving the ability to use digital technologies to create effective cognitive and active educational process, which is attractive for students, to critically evaluate digital educational resources in the aspect of expediency of their application in professional activity, as well as the capacity for lifelong learning to use technological innovation.

Citizenship education ‘goes global’: extra-curricular learning in an overseas campus of a British civic university

Active citizenship is increasingly being framed in the context of lifelong and life-wide learning. However, research on young people’s participation in and experience of different forms of civic practice, particularly in informal settings in different sociocultural contexts, is scarce. Consequently, little is known about how these experiences shape their learning about active citizenship, their understanding of the self and their relationship to society. This paper reports findings from a small-scale qualitative research on students’ experiences of participation in extra-curricular activities (ECAs) in a UK Transnational Higher Education institution in China, in relation to the development of active citizenship and lifelong learning capacity. The findings suggest ECAs can provide opportunities for students to accumulate knowledge and develop skills, attitudes and values that underpin the promotion of active citizenship, while developing habits and skills essential for lifelong learning.

Economic competencies and situation-specific commercial competencies: Reflections on conceptualization and measurement

From a societal perspective, vocational education and training must enable young adults to meet the challenges of the labour market in a globalized world, reduce the mismatch of supply and demand of qualifications (e.g. youth unemployment leading to disadvantages for individuals, society and national economies) and improve social cohesion. From an individual perspective, vocational education and training should develop young adults’ vocational competencies, support their individual personality development and their integration into the labour market and society, help secure their livelihood and enable them to lead self-determined lives as citizens. Therefore, the assessment of competencies obtained in vocational education and training programmes has emerged as a critical issue to develop workforces and the capacity for life-long learning and to foster civic participation as a responsible citizen. This article provides some insights into the modelling and measurement of competencies in vocational education and training, where occupational and cross-occupational competencies are necessary to cope with the requirements of workplaces, as a responsible citizen and in private life. In this article, cross-occupational economic competencies and occupation-specific commercial competencies in the area of business and administration are discussed. Both constructs are based on economic theories, concepts and central terms; nevertheless, the situation-specific context and requirements may vary substantially. Thus, different approaches to define and measure both constructs seem to be necessary.

Developing an integrated framework of problem-based learning and coaching psychology for medical education: a participatory research.

BackgroundMedical schools have been making efforts to develop their own problem-based learning (PBL) approaches based on their educational conditions, human resources and existing curriculum structures. This study aimed to explore a new framework by integrating the essential features of PBL and coaching psychology applicable to the undergraduate medical education context.MethodsA participatory research design was employed. Four educational psychology researchers, eight undergraduate medical school students and two accredited PBL tutors participated in a four-month research programme. Data were collected through participatory observation, focus groups, semi-structured interviews, workshop documents and feedback surveys and then subjected to thematic content analysis. The triangulation of sources and member checking were used to ensure the credibility and trustworthiness of the research process.ResultsFive themes emerged from the analysis: current experience of PBL curriculum; the roles of and relationships between tutors and students; student group dynamics; development of self-directed learning; and coaching in PBL facilitation. On the basis of this empirical data, a systematic model of PBL and coaching psychology was developed.ConclusionsThe findings highlighted that coaching psychology could be incorporated into the facilitation system in PBL. The integrated framework of PBL and coaching psychology in undergraduate medical education has the potential to promote the development of the learning goals of cultivating clinical reasoning ability, lifelong learning capacities and medical humanity. Challenges, benefits and future directions for implementing the framework are discussed in this paper.

Aesthetic Literacy: Observable Phenomena And Pedagogical Applications For Mobile Lifelong Learning (MLLL)

Abstract This paper proposed a method for developing capacity for lifelong learning in open spaces, defined here as places without predefined learning structures or objectives, through the cultivation of aesthetic literacy. This discussion will be situated within fieldwork performed by the authors in Helsinki, Finland, and Tallinn, Estonia, in 2013. Based on the researchers’ experience in the field of teacher education and workshops they have conducted on mobile learning, the empirical context for this discussion focuses on data generated from the research methods of participatory observation (ethnography), autoethnography, reflective concept analysis and artistic subjectivity. These methods and the data generated as a result collect to produce insight into how aesthetic literacy sits within the cross-section of open space, mobile learning, and lifelong learning, Aesthetic literacy, appropriated and broadened from its original focus as capacity for “reading” or making meaning from artistic material (discussed in Gale, 2005 as the “living of lyrical moments”), is positioned in this paper as a means of making meaning in open spaces through alignment and attunement. This paper presents pragmatic methods for pedagogically cultivating learning in open spaces through a focus on aesthetic literacy. The pedagogical advantages of such an approach and its applicability to lifelong learning, particularly lifelong learning activated through mobile technology (or mobile lifelong learning-mLLL), follows along with recommendations for further research. The applicability of such research is for teachers, learners, or researchers who are looking for methods for making use of open spaces for learning, or to cultivate learners who actively seek learning in the “rhythms of the everyday” (Lankshear & Knobel, 2011). The aim of the article is to produce fresh insights into the academic discussion about the nature of open space, mobile learning and lifelong learning as seem from the point of view of aesthetic literacy, insights we believe have distinct pedagogical advantages for mLLL. Focal Area: Informal arenas of learning – learning opportunities in daily life and the workplace; Learning process design, teaching methodologies

Assessing employability capacities and career adaptability in a sample of human resource professionals

Orientation: Employers have come to recognise graduates’ employability capacities and their ability to adapt to new work demands as important human capital resources for sustaining a competitive business advantage.Research purpose: The study sought (1) to ascertain whether a significant relationship exists between a set of graduate employability capacities and a set of career adaptability capacities and (2) to identify the variables that contributed the most to this relationship.Motivation for the study: Global competitive markets and technological advances are increasingly driving the demand for graduate knowledge and skills in a wide variety of jobs. Contemporary career theory further emphasises career adaptability across the lifespan as a critical skill for career management agency. Despite the apparent importance attached to employees’ employability and career adaptability, there seems to be a general lack of research investigating the association between these constructs.Research approach, design and method: A cross-sectional, quantitative research design approach was followed. Descriptive statistics, Pearson product-moment correlations and canonical correlation analysis were performed to achieve the objective of the study. The participants (N = 196) were employed in professional positions in the human resource field and were predominantly early career black people and women.Main findings: The results indicated positive multivariate relationships between the variables and showed that lifelong learning capacities and problem solving, decision-making and interactive skills contributed the most to explaining the participants’ career confidence, career curiosity and career control.Practical/managerial implications: The study suggests that developing professional graduates’ employability capacities may strengthen their career adaptability. These capacities were shown to explain graduates’ active engagement in career management strategies deemed important for their sustained employability in the contemporary career environment.Contributions: The results of the study offered empirical evidence in support of theoretical views on the self-regulatory capacities underpinning individuals’ career adaptability and how these are influenced by their employability capacities.

Beyond the university: why liberal education matters

An eloquent defense of liberal education, seen against the backdrop of its contested history in America Contentious debates over the benefits-or drawbacks-of a liberal education are as old as America itself. From Benjamin Franklin to the Internet pundits, critics of higher education have attacked its irrelevance and elitism-often calling for more vocational instruction. Thomas Jefferson, by contrast, believed that nurturing a student's capacity for lifelong learning was useful for science and commerce while also being essential for democracy. In this provocative contribution to the disputes, university president Michael S. Roth focuses on important moments and seminal thinkers in America's long-running argument over vocational vs. liberal education. Conflicting streams of thought flow through American intellectual history: W. E. B. DuBois's humanistic principles of pedagogy for newly emancipated slaves developed in opposition to Booker T. Washington's educational utilitarianism, for example. Jane Addams's emphasis on the cultivation of empathy and John Dewey's calls for education as civic engagement were rejected as impractical by those who aimed to train students for particular economic tasks. Roth explores these arguments (and more), considers the state of higher education today, and concludes with a stirring plea for the kind of education that has, since the founding of the nation, cultivated individual freedom, promulgated civic virtue, and instilled hope for the future.