Competences For Lifelong Learning Research Articles

Examining the Relationships Between Lifelong Learning and Self-Confidence of Women Working in the Public Sector

The aim of this research, which emphasizes the importance of the concept of self-confidence in being a lifelong learner and tries to explain the place of self-confidence in the context of lifelong learning, is to reveal the relationship between the self-confidence levels and lifelong learning levels of women working in the public sector, the lifelong learning levels of working women and To examine their self-confidence in terms of various variables (age, profession, marital status, educational status, years of service). The research was conducted with the relational scanning model, one of the general scanning models. Data were collected with the Women's Self-Confidence Scale and the Employees' Lifelong Learning Scale. The sample group consists of 396 female employees working in the public sector in the center of a province located in the Western Black Sea Region. As a result of the research, it was determined that the self-confidence levels and lifelong learning levels of working women were high. While there was no significant difference between women's self-confidence levels and the variables of age, marital status, education level, professional group, and years of service; It was observed that the only variable that had a relationship with self-confidence was income level. A significant relationship was found between the lifelong learning level of women and the variables of age, education level, occupational group, years of service and income level; It was revealed that there was no significant relationship with the marital status variable. There is a moderate positive relationship between working women's lifelong learning levels and their self-confidence. It has also been concluded that the self-confidence of working women makes it easier for them in their working lives and has positive effects on their lifelong learning competencies.

EXPLORING THE COMPETENCIES OF ENGLISH TEACHERS IN RURAL BALOCHISTAN

The concept of teacher competency is one of the most dynamic notions to transform fundamental education. The teaching English focuses on lifelong learning, social-cultural and emotional competencies, and fostering lifelong learning for students to effectively communicate and interact with their second language. The present study aims to explore the primary school English teacher competency. To explore teachers’ competencies Exploratory research design was used to conduct the study, to collect qualitative data interviews were conducted with 50 teachers. Collected data was analyzed qualitatively through thematic analysis. Study revealed that teachers lack ICT competencies, however, teachers possess lifelong learning and social- emotional competencies. The study aims to enhance instruction efficiency and capacity development. Thus, It provides insights into English teacher competencies and their impact on learning and teaching. In this regard, it is recommended that schools provide ICT equipment to enhance teaching and learning process and to develop teachers’ competencies. Further, the capacity development sessions were also recommended for teachers to develop other competencies.

중국성인 학습자의 평생학습 참여동기 프로파일에 따른 평생학습 역량 연구

Objectives This study aims to investigate and understand human behavior by applying a representative analysis method of person-centered approach research to understand the relationship between the motivation and influ-encing factors of Chinese adult lifelong learners to participate in lifelong learning.
 Methods The method of this study was a potential profile analysis using Mplus 8.8 for 803 Chinese adult lifelong learners who participated in school-affiliated lifelong education, public institution-type lifelong education, private institution-type lifelong education, vocational training and training-type lifelong education institutions (LPA) was performed.
 Results First, according to the motivation of Chinese adult lifelong learners to participate, the latent profile was divided into ‘nonsense type (6.97%)’, ‘deliberation type (15.94%)’, ‘hesitation type (62.02%)’, and ‘leading type (15.07%)’. has been classified As a result of analyzing whether there is a difference in lifelong learning com-petency by latent profile, it was found that the ‘Hesitant Type’, who had a medium level of motivation to participate in lifelong learning, had high lifelong learning competencies.
 Conclusions In constructing social policies for lifelong education, it is continuously necessary to carry out re-search based on a person-centered approach that can be subdivided by lifelong learner type in order to design and implement education policies that consider the various needs, capacities, and interests of individuals. This should provide a flexible curriculum that meets the diverse backgrounds and needs of each person, thereby ensuring that all individuals receive appropriate educational opportunities according to their capabilities and interests.

Relationships between the perceptions of lifelong learning, lifelong learning competencies and learning strategies by teacher trainers in Myanmar

Relationships between the perceptions of lifelong learning, lifelong learning competencies and learning strategies by teacher trainers in Myanmar

Компетентностният подход в класната стая на XXI век – междудисциплинарно учене

The aim of the article is to present one of the best learning and teaching practices for utilising the competency-based learning approach in uppersecondary education through interdisciplinary learning and teaching. Based on the curricula for the 11th grade in academic profiles Bulgarian Language and Literature and English Language and Literature, and the curriculum for general education in Civic Education, as well as on The European Reference Framework for Key Competences for Lifelong Learning and Reference Framework of Competences for Democratic Culture (RFCDC) a series of lessons in the abovementioned subjects is carried out at “Thomas Jefferson” English Language School, Sofia, on the topic of “Shared Values. Human Dignity”. The final lesson is conducted simultaneously in Bulgarian and English by four teachers with four groups of students from different academic profiles integrating new technologies in the learning and teaching process – a shared virtual Google Classroom. The teachers’ goal is to develop students’ civic competencies as well as their cultural awareness and expression competencies based on their acquired multilingual competencies.

Library and information science study program through the eyes of students: Preliminary findings

Library and information science (LIS) as a discipline is constantly changing in line with the trends of the profession, so in order to ensure that LIS curriculum in higher education addresses the needs of contemporary stakeholders, evidence-based evaluation is needed. Student satisfaction has become an important factor in considering the success of the institution of higher education. The studies on student motivation for enrolling in LIS programs are many, but papers on student perception of satisfaction with their LIS study programs are rarer. This paper focuses on the efforts of ensuring curriculum quality of the LIS program at the graduate level of study at the Department of Information Sciences of the Faculty of Humanities and Social Sciences at the University of Osijek, Croatia. The main aim of the study was to determine how satisfied the students are with the quality of their study program and to identify its strengths and weaknesses. The study was carried out by anonymous online survey in which the students were asked to rate their satisfaction with the study program and the obtained professional and lifelong learning competences. While findings of the study are relevant for the revision of the LIS study program at the Osijek Department, this study can also have larger implications for LIS education trends globally, for it has confirmed some of the results from international studies.

Prospective Teachers' Lifelong Learning Competences and Their Determinants

Bu çalışmanın amacı, öğretmen adaylarının yaşam boyu öğrenme becerilerini kazanmaları için yaşam boyu öğrenme dersine yönelik ihtiyaçlarının belirlenmesidir. Araştırma, durum çalışması yöntemi ile yürütülmüştür. Bu kapsamda ölçüt örnekleme tekniği kullanarak 7 uzman ve uygun örnekleme tekniği kullanarak 104 öğretmen adayı çalışma grubuna dâhil edilmiştir. Veriler araştırmacı tarafından geliştirilen yarı yapılandırılmış görüşme formu ve yaşam boyu öğrenme yeterlik anketi ile toplanmıştır. Ayrıca konu ile ilgili ulusal ve uluslararası düzeyde yapılan çalışmalar da veri toplamak için incelenmiştir. Veriler, içerik analizi, yüzde, frekans ve ortalama analizleri kullanarak çözümlenmiştir. Araştırmanın sonuçlarına göre, öğretmen adaylarının yaşam boyu öğrenme yeterlikleri orta düzeydir. Uzmanlar, yaşam boyu öğrenme dersine ihtiyaç olduğunu ve başka derslerle entegre edilerek uygulamaya ağırlık verilmesi gerektiğini belirtmektedirler. Öğretmen adaylarının yaşam boyu öğrenen olabilmesi için, öğrenmeyi öğrenmeleri ve teknolojiyi bilinçli bir şekilde kullanabilmeleri gerekir. Aday öğretmenlerin, yaşam boyu öğrenme becerilerini kullanabilmeleri kendini geliştirebilmelerine ve yeniliklere uyum sağlayabilmelerine bağlıdır.

Perfiles de estudiantes universitarios en la competencia aprender a aprender y su relación con el rendimiento académico

Learning to learn (LtL) is a key competence that the European Commission has identified for education systems (Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for life-long learning and Council Recommendation of 22 May 2018 on key competences for lifelong learning). It is usually assumed that students will already handle it well when they start university and that their use of it will improve during their university studies, but this assumption needs testing. The aim of this article is to establish the level of management of this competence as well as possible profiles of how university students use it and their relationship to academic achievement. To this end, we worked with a sample of 1,234 students from three universities in Valencia (Spain) in different study years and study areas, applying the QELtLCUS questionnaire, which evaluates the competence. We performed descriptive analyses, cluster analysis, analyses of differences, and multiple linear regression analyses. The sample subjects displayed an acceptable level of management, albeit with low scores in some important dimensions of LtL. We found two groups with two management profiles: one with a high competence level and another with a lower competence level. The students in the first group had better scores than those in the second group, with statistically significant results. We also found differences that were not statistically significant by gender, with a hig er level of competence in women, with those relating to year and study area being larger. We believe that this research provides relevant data that may be of interest to researchers. It also includes guidance to help teachers work on this competence in university studies.

AXIOLOGICAL DIMENSION OF HIGHER EDUCATION IN UKRAINE AND THE IMPACT IT MAKES ON ITS DEVELOPMENT

The article presents the main principles of the axiological approach to the formation of the content of higher education in the context of current global trends and challenges caused by the modernization of the educational environments in Ukraine and the EU. The socio-economic, political, technological and cultural transformations that have been taking place in the world over the recent decades have had a significant impact on the development of education. In 2018, the EU adopted the key competencies for lifelong learning, including digital competence and entrepreneurship, which were introduced for the first time. This demonstrates that in order for the graduates to be employed universities have to respond quickly to the new labour market requirements and promote the formation of a competitive personality that has well-developed life, career and study skills. The EU-Ukraine Association Agreement was signed in 2014, and since then the cooperation between Ukrainian and European educational institutions has got intensified. In this respect, it is vital to consider the axiological aspects of higher education and the determination of value components of the content and criteria of high quality education. By definition, the axiological approach proclaims the human being as the highest value of society and allows integrating the development of universal, national, professional and personal values in the educational process. The university is able to be the environment where the formation and consolidation of the value sphere of the individual takes place. The content of the value component of education is formed at the state level within regulatory documents and at the university level within the framework of educational and professional programs, training courses, compulsory and elective disciplines. However, formal copying of the value-based education of other countries cannot bring the desired results, as the factors that determine which values are the basis for the content of higher education in European countries differ from those in Ukraine. A comparative analysis of the value component of the content of university education in Ukraine and the EU countries shows that national traditions of lifestyle, production practice, politics and culture are essential the development of education

Artificial intelligence and human behavioral development: A perspective on new skills and competences acquisition for the educational context

Despite the significant emphasis placed on incorporating 21st century skills into the educational framework, particularly at the primary level, recent scholarly works indicate considerable variation in the implementation of these skills across different countries and regions, suggesting a demand for further research specifically focusing on primary education. The indications of the Digicomp framework and 21st-century skills in Europe have outlined the key competences for lifelong learning needed for all citizens, including teachers and students. In this perspective, Education plays a fundamental role in ensuring that citizens acquire the required skills. The objective in the common European framework is clear: to initiate a transition from the culture of knowledge to the culture of competence. Nowadays, technological advancement allows the researchers to create and combine different frameworks with the perspective of an even more tailored, and engaged education, some examples derived from the implementation of Virtual Reality (VR) and Augmented Reality (AR), in the combination of Gamification and AI, or the development of Intelligent Tutoring Systems (ITS) to foster and create an even more personalized learning and teaching. Following these premises, in this paper, we want to point out new research reflections and perspectives that could help researchers, teachers, educators (and consequently students) to reflect on the introduction of new technologies (e.g., artificial intelligence, robot tutors) and on how these can affect on human behavioral development and on the acquisition of new skills and competences (Specifically: Creativity, Critical Thinking, Problem Solving, and Computational Thinking) for the educational context. The analysis carried on, suggests a perspective on how creativity, critical thinking, and problem-solving can be effective in promoting computational thinking, and how Artificial Intelligence (AI) could be an aid instrument to teachers in the fostering of creativity, critical thinking, and problem-solving in schools and educational contexts.

ФОРМИРАНЕ НА ПАТРИОТИЧНО И ИНТЕРКУЛТУРНО ВЪЗПИТАНИЕ ЧРЕЗ ИНОВАТИВЕН ОБРАЗОВАТЕЛЕН ПРОЕКТ „ПЪТУВАЙ С НАС ИЗ БЪЛГАРИЯ И ЕВРОПА“

The article presents a five-month educational project that is different and goes beyond the framework of Bulgarian preschool education, which aims to develop key competences for lifelong learning – communication in the native language, recognition of foreign languages, basic knowledge in the field of natural sciences, skills for learning, social and civic competences, cultural awareness, and creative performances. At its core, it aims to satisfy children’s desire for new knowledge, beyond the state educational standards for preschool age. Combining an author’s program system and the method of Dr. Maria Montessori, as well as innovative educational practices from other European countries, we managed to intertwine intercultural and patriotic education, the involvement of parents in the educational process, and diverse teaching methods to satisfy this interest in children of the XX century.

TRANSVERZALNO UČENJE: MEDIJSKA I INFORMACIJSKA PISMENOST NA UNIVERZITETU U SARAJEVU / TRANSVERSAL LEARNING: MEDIA AND INFORMATION LITERACY AT THE UNIVERSITY OF SARAJEVO

In the process of building a platform for media and information literacy, the Institute for Social Science Research, Faculty of Political Sciences, University of Sarajevo included research, development strategy, content design and methodology, public policy, and the future of education as integral components of adapting a specific model, multi-component, hybrid learning for the digital age. This paper presents an overview of the activities and processes operationalized to integrate lifelong learning competencies for the digital age.

Teaching methods based on constructivism in environmental education

Abstract The traditional educational paradigm is increasingly giving way to active learning and the various possibilities for its application, which methodological basis is constructivism. They are all part of integrative learning, expressed in the creation of sustainable interdisciplinary connections. Constructivism is associated with key competencies for lifelong learning, necessary for ensuring a sustainable and adaptable to changes educational environment. This in turn requires a change in the teaching model and the application of technologies and approaches adjusted to these changes in the learning process. Part of these methods, that are successfully applied in problem-based, ecological education is project-based, and cooperative learning.

Examining the Lifelong Learning Competencies of Teachers

In today's technology-driven era, the significance of continuous learning has grown exponentially, as individuals are required to acquire and develop new information and skills. This need has given rise to the concept of lifelong learning, which emphasizes the ongoing process of learning regardless of age, time, and location. This study aims to investigate the lifelong learning competencies of teachers, who play a crucial role in the learning processes of individuals, considering various variables.
 Convenience sampling was used to select 329 teachers, and they were administered the 'Lifelong Learning Competency Scale' developed by Hürsen (2011). The scale comprises sub-dimensions such as 'self-management competencies', 'learning to learn competencies', 'initiative and entrepreneurial competencies', 'knowledge acquisition competencies', 'digital competencies', and 'decision-making competencies'. Data analysis was performed with the JAMOVI program using descriptive statistics, Independent Sample t-Test, ANOVA, Pearson Correlation Analysis, and regression analysis.
 The findings of the study indicated that teachers' lifelong learning competencies were at a high level, particularly the 'self-management competencies' sub-dimension, which demonstrated exceptional results. The remaining sub-dimensions also displayed high competency levels. Furthermore, the study concluded that teachers' lifelong learning competencies did not exhibit significant differences based on their gender, marital status, or the type of school they worked in.

평생교육 참여와 결과에서 나타나는 양극화 현황 분석

In this article, patterns of polarization were empirically analyzed in relation to the field of lifelong education by applying the calculation formula suggested by Kim et al. (2020) that can be used to measure degrees of educational polarization. More specifically, this article analyzed patterns of polarization focusing on educational participation and outcomes. Educational participation was analyzed by examining the amount of participation time (average weekly hours), and educational outcomes were analyzed by exploring lifelong learning attainment, lifelong learning competencies, and changes in social awareness, For the analyses, this article used the results of a survey conducted on 2,200 adult males and females between the ages of 25 and 65. Specifically, the differences in the averages of educational participation and outcomes were first analyzed according to the subjects' parents’ monthly income and own income levels. Next, polarization index values for ‘increases in gaps between groups’ and ‘decreases in mobility’ were calculated considering the subjects' parents’ income and own income levels. Based on this, the degree of polarization was explored. An overall degree of polarization was confirmed in both educational participation and outcomes, though there were some differences by sub-components. In particular, it was found that the degree of polarization was stronger in educational outcomes than in educational participation, when analyzed according to own income levels rather than parents’ income levels.

RESHAPING THE FUTURE OF WORK: NAVIGATING THE IMPACTS OF LIFELONG LEARNING AND DIGITAL COMPETENCES IN THE ERA OF 5.0 INDUSTRY

Technological advancements and changes in the labor market require workers to continuously enhance their skills. Lifelong learning becomes a necessity in reality, and proposals in developed countries for returning to college after graduation open up new opportunities for acquiring new knowledge. Digital literacy, communication skills with both humans and robots, and understanding complex problems may become key skills for the 21st century. Jobs in the fields of medicine and technological innovation are expected to be in high demand. Furthermore, the digitization of society requires an increase in digital competences. These competences encompass not only computer literacy but also readiness for collaboration, quick problem-solving, and understanding of social relationships in a digital context. The paper “Lifelong Learning and Digital Competences in the Era of Industry 5.0: Keys to Success in the Future of Work” highlights the importance of continuous education and the development of skills necessary in the modern work environment, which is increasingly shifting towards Industry 5.0 and digital transformation.

The Relationship Between Middle-aged People’s Motivation for Talent Donation and Talent Donation Activity Persistence: Multiple Mediating Effects of Lifelong Learning Competence and Talent Donation Satisfaction

The Relationship Between Middle-aged People’s Motivation for Talent Donation and Talent Donation Activity Persistence: Multiple Mediating Effects of Lifelong Learning Competence and Talent Donation Satisfaction

FORMATION OF LIFELONG LEARNING COMPETENCES IN THE PROCESS OF PROFESSIONAL TRAINING OF FUTURE TRANSPORT SPECIALISTS

The purpose of this study was to design and experimentally test the effectiveness of a model for forming lifelong learning competences in future transport specialists in higher education institutions. The study presents the authors’ vision of the structure of lifelong learning competences for transport specialists, identifies the pedagogical conditions for forming lifelong learning competences, and designs a model for forming such competences. It is proven that the effectiveness of forming lifelong learning competences in future transport specialists significantly increases when active learning methods and innovative information and computer technologies are applied in the process of professional training. The most significant pedagogical conditions for effective formation of lifelong learning competences are identified as: pedagogically-driven motivation of future transport specialists to form and develop lifelong learning competences, implementation of methods that contribute to the formation and development of such competences in professional training, and formation of professional qualities in future transport specialists based on conscious perception of universal and professional values. The authors argue that there is a necessary effective link between employers and higher education institutions for collecting and analysing structural and functional changes and shifts in professional activities. The creation and maintenance of such a link will allow higher education institutions to more effectively respond to changes in labour market demands and ensure a high level of professional training for their graduates.

CONCEPTUAL FOUNDATIONS OF THE DEVELOPMENT OF DIGITAL COMPETENCE OF THE WORKFORCE OF UKRAINE

Topicality. The key role of digital competence is related to meeting the needs of the Fourth Industrial Revolution, the driver of which is digitalization, which has become the main imperative of modernity. The comprehensive and dynamic nature of digital transformation causes changes in most spheres of life in society, which force people to quickly adapt to them. In such conditions, increasing the competence potential of labor resources in terms of digital competence becomes a necessary condition for the successful functioning of not only individuals and society, but also the socio-economic system in general. Digital competence is becoming transversal, which is recorded in many international documents, in particular the Framework Program of the renewed Key competences for lifelong learning of the European Parliament and the Council of the European Union and the report "Towards a structured and agreed terminology of cross-cutting skills and competences" of the European Commission and the European Center for the development of vocational training. The European vector of development and the complexity of the socio-ecological and economic environment of Ukraine determine the need to build an individual trajectory of digital education of the population based on the study and implementation of the experience of the European Union in the specified field of activity.Aim and tasks. The purpose of the article is to develop the conceptual foundations of the development of the digital competence of the workforce of Ukraine.Materials and methods. The information sources of the research are fundamental and applied research by domestic and foreign scientists on issues of competence potential in terms of digital literacy, as well as leading international organizations, in particular, the European Center for the Development of Professional Education, the European Commission, UNESCO, data from open sources. To achieve the goal, the methods of system analysis, logical generalization and content analysis were used.Research results. The role and significance of digital competence in the context of modern socio-economic development is considered. The concept of "digital competence" was studied from the point of view of essential content and officially defined interpretations. It is proposed to determine the levels of digital competence in economic activity in terms of the structure of business processes and the level of knowledge-intensive production on the basis of the European approach to determining the level of qualifications presented in DigComp2.1, according to which it is proposed to use depending on the complexity and level of autonomy of task performance, as well as the type cognitive operations (memorizing, understanding, applying, evaluating, creating) 4 levels of qualification: foundation, intermediate, advanced and higly specialised. It is outlined that the prospects for further research are related to the study of the criteria for determining the levels of digital competence in terms of structure-forming business processes, which will contribute to the effective use of the labor potential of the population of Ukraine.Conclusion. In the conditions of the digital transformation of the economy, digital competence acquires a transversal character, since almost all professions will have a digital component in the future. In turn, the formation, application and development of digital competence of the population in terms of different categories is a complex and long-term process that requires coordination and synchronization in time of various interdependent components, in particular, regulatory and legal, institutional, material and technological and personnel, each of which needs to solve a complex of problems. It is important to understand that in order to effectively use the labor potential and increase labor productivity, it is necessary to maintain the correspondence of the qualification level of the digital competence of the workforce to the complexity of the tasks, depending on the scientific intensity of the production processes.

Modeling an Educational Environment Promoting the Development of Key Competencies in Preschool Age

A supportive, motivating and purposefully organized educational environment can become a powerful factor for laying the foundations for the development of important qualities, skills and competences in children of preschool age. The article aims to: reveal the possibilities of the educational environment and promote the development of key competences for lifelong learning in preschool children. Tasks: 1. To study and analyze literary sources and normative documents related to the application of the competence approach in preschool education; 2. To indicate the main principles underlying the creation of an educational environment promoting the development of key competencies in kindergarten; 3. To highlight the possibilities for modeling an educational environment to promote the development of key competences in preschool age