Lifelong Learning Development Research Articles

VALUE OF INNOVATION IN LIFELONG LEARNING: PEDAGOGICAL AND SOCIAL CONTEXT

The key competences for lifelong learning have become an integral part of social work and the educational process in Ukraine. Therefore, in this review, we focused on the theoretical aspects of the developed strategies for implementing the competence framework for lifelong learning that are based on the fundamental international documents; analysed the value of this approach for the country's development in general and in specific aspects (based on research and information on the efficiency of implemented projects in this area that are publicly available); and provided a detailed review of the main proposals for the implementation of lifelong learning programmes in the public sector, project activities, and other relevant measures. This made it possible to analyse the main directions of implementation of the relevant state policy, their compliance with the standards and vector of lifelong learning development in international practice, as well as to identify problems and prospects for the development of the Ukrainian state strategy for lifelong learning.

A Study on the Role of Lifelong Learning in English Teaching

Under the background of lifelong education, English teaching in colleges and universities should be based on education and teaching methods, pay attention to students’ emotional experience, and help them overcome difficulties encountered in English learning. Through the guidance and training by teachers, we can strengthen students’ self-learning awareness, build their self-confidence, create an English learning atmosphere, reduce tensions in English teaching, and ensure that students’ English skills can be improved. The role of lifelong learning in English teaching is reflected in many aspects. This paper first analyzes the development of lifelong learning and its application in English teaching, and lastly puts forward the methods to incorporate the concept of lifelong learning in English teaching.

Creative Thinking: The Development of Lifelong Learning With the Principle of Andragogy for The Elderly Group in Northern Thailand

The purpose of this research was to compare the learning outcomes of teak furniture production by applying the andragogy principle and studying the learning factors in teak furniture development in older groups. The population consisted of 110 local technicians of the Phrae Wood Products Trade Association, Phrae Province, Thailand. For this study, the sample group consisted of 86 local technicians aged 55 years and older who were selected by stratified sampling, and structured questionnaires were used as the research tool and analyzed using the paired sample t-test, exploratory factor analysis (EFA) and multiple regression analysis. Furthermore, it was found that both pre-training and post-training knowledge were correlated (Sig. = 0.000) in a positive direction (r = 0.799) with statistical significance at a level of.05 Additionally, when analyzed with EFA, it was found that there were factors that affect the learning efficiency of the elderly in three aspects (KMO = 0.788): 1) the creativityprocess, 2) the development of skills, and 3) the enhancement of knowledge in business expansion. All three factors were analyzed by multiple regression analysis. As a result, it was found that R = 0.836, R2 = 0.700, and Adj R2 = 0.689 according to the standard regression equation that was = .407(X1) + .323 (X2) + .596(X3).

Nurses’ and midwives’ perceptions and preferences for lifelong learning

Lifelong learning is essential for personal and professional growth and enables individuals to gain new knowledge and skills that keep them in touch with the advancements in their work and open new career prospects (McGreal & Olcott, 2022). In the healthcare sector, lifelong learning is integral to workforce development. Workforce development is critical to ensure that nurses and midwives maintain knowledge of best practice for improved care outcomes and sustain appropriate levels of skill competence. Recently, the Australia government has implemented a range of initiatives to support the development of short courses and micro-credentials designed to deliver lifelong learning that will upskill the labour market and meet the needs of the healthcare workforce (Varadarajan et al., 2023). An Australian survey of 3,756 workers was undertaken by Deloitte (2020) to explore workforce attitudes toward lifelong learning. This study found that the majority of Health care and social assistance workers were relatively interested in further study (63%). The study also established that the majority of study-interested workers want flexible, bite-sized intensive learning that is linked to their jobs and industry (Deloitte, 2020). However, while lifelong learning is a requirement of nurses’ and midwives’ registration, little is reported on the motivational drivers, enablers and barriers associated with lifelong learning (Oliver, 2019). This Pecha Kucha reports on a study undertaken to better understand the motivational drivers of nurses’ and midwives’ engaging in lifelong learning and the enablers and barriers they face undertaking lifelong learning. An online survey of nurses and midwives was implemented, to glean their perspectives on motivational drivers, enablers and barriers for lifelong learning. Convenience sampling was used to identify participants who were registered nurses and midwives in Australia, Mauritius or Singapore. Participants were recruited by email invitation distributed through professional networks as well as education and industry providers in Australia, Mauritius and Singapore. The findings of this study confirmed that the motivational drivers for lifelong learning across the respondents were personal interest/development (62%), continuing professional development (62%) and career progression (51%). Participants noted their preference for undertaking lifelong learning was via a combination of face to face and online learning (56%). Their pedagogical preferences included interactive resources (56%), written materials (56%) and discussions with other participants (54%). Key enablers to success in lifelong learning was deemed to be flexibility in assessment submission (56%) and easy to use systems (52%). The barriers identified by respondents included work/life balance (52%) workload (49%) and cost (49%). Digital technology in relation to lifelong learning can significantly promote enablers and nullify perceived barriers. Lifelong learning should be designed to maximise engagement at minimal cost to the participant. This can be achieved by providing interactive resources and digital materials that are easy to use, intuitive and can be utilised when convenient to the participant. Online discussions are ideal but these need to be asynchronous to ensure flexibility and support for learner scheduling around work/other life commitments. These findings could be used by educators and learning designers to guide and inform the development of lifelong learning.

Problems of Adult Higher Education Development in China Based on Multiple Intelligences Theory and Related Countermeasures

Abstract This paper first focuses on the problem of quality evaluation of adult education, proposes a data pre-processing method suitable for quality evaluation of adult education - the efficacy coefficient method, and introduces the subjective and objective evaluation factors and the time sequence factors through a variety of weighting methods, and designs the comprehensive evaluation algorithms based on the “pulling the grades method” and the “time sequence weighting method”. Lastly, evaluation algorithms were utilized to analyze teaching satisfaction, student motivation, and internal and external influences on adult education. The results showed that the students’ satisfaction index for all levels of adult education ranged from 0.4 to 0.6, which is between unsatisfactory and average. The main external influences are lack of flexibility in the mechanism, insufficient teaching staff, lack of funding, no advantage, and irrational curricula, which account for 72%, 53%, 48%, 39%, and 24% of the perceptions, respectively. This study is of great significance for the further deepening of the reform and development of adult higher education in China and the healthy development of lifelong learning for all.

Analyzing Teachers’ Perception of the Development of Lifelong Learning as Personal, Social and Learning to Learn Competence in University Students

In recent decades, European education systems and policies have prioritized the need for lifelong learning for all citizens, both within and outside the education system. This research is an observational study using a cross-sectional quantitative design involving 446 participants from Spain, Mexico and Chile. The objective of this study is as follows: To understand how active methodologies impact the development and mastery of Personal, Social and Learning to Learn competence (PSLL) throughout the life of university students. The INNOVAPRENDE questionnaire, previously validated by 17 university experts and comprised of 43 items, was implemented. It is considered essential for students to develop a series of competences, in addition to acquiring knowledge, since lifelong learning is a necessity. It has been shown that less experienced teachers (vs. more experienced teachers), men (vs. women), and teachers with PSLL training during their university studies (vs. teachers with training during their work experience or without experience) have a more negative perception of their students’ overall development of PSLL. In conclusion, it should be emphasized that lifelong learning as PSLL is an educational paradigm open to any educational stage of teachers’ and learners’ lives.

ELDERLY EDUCATION AND LIFELONG LEARNING: LEGAL AND SHARIAH PERSPECTIVES

Prioritising the elderly should be a national priority before Malaysia turns into an old country, which is anticipated to happen in the year 2030. Reimagining what quality aging will entail in the future is required to provide older people in Malaysia the best possibilities for a quality life. One way to ensure that the elderly will age graciously is through education or learning. However, there are various barriers and challenges which limit the development of elderly education and lifelong learning in Malaysia. This study, therefore, focuses to explore prominent issues regarding elderly education and lifelong learning. This would include analysing the existing laws and policies related to the elderly. Apart from that, the Shariah perspectives on this area are also discussed to illustrate the importance of learning for elderly. This study is a qualitative legal study employing doctrinal approach and document analysis. The findings illustrate that, although there are existing legal instruments and syariah authorities on the significance of elderly education and learning at a later stage, a policy reform is needed especially in terms of the strategies and implementation of the polices. The policy should be reformed, the challenges should be addressed, coordination and collaboration should be enhanced. The policies need to be more inclusive involving higher numbers of senior citizens in Malaysia. Additionally, a mechanism is required to educate the elderly about the importance of learning at a later stage as reflected in the national policies and shariah principles. This paper shall assist the policy makers in enhancing the policy on older people particularly on the aspect or elderly education and life learning in Malaysia. The challenges faced by Malaysia specifically in ensuring the inclusiveness of the programmes involving senior citizens in Malaysia shall be lessons for other countries in strengthening their policies for older people.

Impact of Spatial Configuration on Promoting Lifelong Learning Development in Pathum Thani, Thailand

A “Learning City” uses its resources to enhance learning opportunities for individuals and communities that promote social cohesion, cultural prosperity and economic development. While the UNESCO network of learning cities provides guidelines for measuring social and economic prosperity, there have been no studies examining the current strengths and weaknesses of such cities in Thailand. The purpose of this study was to identify current strengths and opportunities for improvement in the Thanyaburi district of Thailand. We surveyed 400 residents to examine formal and informal learning activities, followed by layering the survey data using geographic information systems, to determine geographic differences in population size, density and transportation access. The findings show that formal and informal learning activities differ by the density and diversity of various geographical locations within the district according to urban centrality scores. The most popular activities were community-based, environmental and educational activities, respectively. However, various municipalities had few learning opportunities for local residents. Promoting lifelong learning opportunities is an essential response to establishing a vibrant environment for individuals, communities and cities and is a key driver to improving economic development (e.g., employment and education) and sustainability.

Self-Regulatory Learning Activities for Metacognition in Creative Writing of SHS Grade 12 Students

Self-regulatory activities are one of the essential learning designs for the development of lifelong learning. Through self-regulatory activities, the learners practice their metacognition at school and even their working alone in the activities. Even without the teachers’ presence, students will take the initiative and be responsible in their learning. However, some students experience some difficulties working alone, in which the learning process depends on direct information from the teachers. Therefore, this study aims to identify the different types of preferable self-regulatory activities and the advantages and disadvantages of this work for the students. The research was conducted in a public school in Antipolo City with a total number of participants of (123) one hundred twenty-three grade 12 students from GAS, HUMSS, and OHS. This research utilized quantitative research using a survey questionnaire. To analyze the data, the researcher used descriptive analysis to identify the weighted mean, standard deviation, and ranking. The data showed that most learners preferred notetaking (documentation), activities/ quizzes, and assignments (study alone). While for them, self-regulatory activities help them to improve the step-by-step learning process, improve learning styles, and construct learning with their classmates. During the disadvantages, students need more time to finish activities due to working and struggle with not having references at home. The researcher suggests the following steps for improvement in implementing self-regulatory activities that improve students' learning: researching, awareness, designing, supporting, and developing.

Development of self-regulated lifelong learning (SR3Ls) model in the era of IR4.0 for post-pandemic economy

PurposeTo continue to stay relevant in the era of Industry Revolution 4.0 (IR4.0) alongside the unprecedented disruption of COVID-19, the importance of lifelong learning is indisputable though this concept has existed for decades. In this context, open and distance learning (ODL) institutions are urged to re-think and re-design their online learning support systems that inculcate self-regulated lifelong learning (SR3Ls) in their learners to be adaptable and resilient for the post-pandemic economy. The purpose of this paper is to develop a SR3Ls model, namely SR3Ls model by utilising the collective opinions of a panel of experts to determine the key domains and attributes.Design/methodology/approachA 2-round Delphi consensus study was conducted with 39 experts from five countries. The mean, standard deviation (SD), inter-quartile range (IQR) and the ratio of experts assigned score of 4 or greater were used as the basis of consensus assessment with criteria set at mean = 3.0, SD = 1.5, IQR = 1, ratio on score 4 or greater at = 75%. The questionnaire consisted of 5-point Likert-type scale rating the importance level of each attribute combined with open-ended questions.FindingsThis paper presented the findings of the first round of Delphi consensus study. For the first round, the experts were asked to evaluate 31 key attributes of SR3Ls model under five domains. The findings revealed that there were five key attributes to be eliminated from the list, while there were seven attributes identified as the key attributes with highest consensus. There were additional attributes suggested by the Delphi panel to be added in the second round of evaluation.Originality/valueThis international consensus-based SR3Ls model serves as an important benchmark for ODL institutions across the regions in developing meaningful and relevant online learning support systems for their learners to adopt SR3Ls attributes in order to meet the dynamic market demands.

A Qualitative Study on Barriers in Learning Opportunities in Ecuadorian Higher Education

The university context is increasingly complex and diverse. Students’ individual circumstances in particular, whether personal or relating to family and work, are increasingly challenging. They are affecting their academic development or even leading to them dropping out of university. The objective of this study was to identify the obstacles to the completion of university studies based on students’ perspectives. Adopting a qualitative approach, we analysed the narratives of randomly selected students at UTE University of Santo Domingo (Ecuador). The main barriers identified by the students were the lack of reconciliation between academic and/or work life and family, as well as schedule incompatibilities—making it difficult for them to attend class. Participants also noted that teachers usually failed to incorporate curricular adaptations according to students’ personal or professional circumstances, which prevented them from experiencing a normal learning process like their classmates. To conclude, factors that continue to interfere with students’ university trajectories include the following: insufficient financial resources, family reconciliation issues, and lack of institutional support. Higher Education Institutions should therefore promote strategies and/or provide resources that guarantee equal opportunities for university students and contribute to the development of lifelong learning.

Fostering Learning Opportunities for Workers: Looking Through the Lens of a Practitioner

Many countries around the world are on a journey to help workers master skills throughout their careers and develop a culture of lifelong learning. Singapore has also made considerable strides towards the development of lifelong learning with its SkillsFuture national movement to change how people view skills, jobs, and learning. In our continuous effort to enhance the training and learning ecosystem, it is timely for us to review the training and learning opportunities provided for workers. This paper proposes a paradigm shift to frame training and learning of workers around a 3Cs perspective—Core, Critical, and Community. Through the 3Cs perspective, three strategies are recommended to foster learning opportunities for workers.

University Lifelong Learning in Hungary – The Role and Potential of Universities to support the Development of Lifelong Learning

University Lifelong Learning in Hungary – The Role and Potential of Universities to support the Development of Lifelong Learning

University Lifelong Learning in Hungary – The Role and Potential of Universities to support the Development of Lifelong Learning

University Lifelong Learning in Hungary – The Role and Potential of Universities to support the Development of Lifelong Learning

Female’s self-concept as online learners in the context of lifelong learning in prisons

ABSTRACT Adult education and training policies have supported inclusive practices for universal access to opportunities for the development of important lifelong learning (LL) skills. The implementation of these policies is especially relevant for socially vulnerable groups, including individuals who are incarcerated. Taking this situation as a reference, a study was developed to answer the questions: How do female adults who participated in an LL e-learning training course in prison perceive themselves as learners? What are the learners’ perceptions about the online learning training, framed in an LL context? Data collected through two questionnaires and a focus group revealed a history of academic failure and negative repercussions of incarceration on the self but also showed evidence of the ability to learn through technology and an effort towards self-improvement. The results indicate that the development of digital learning skills in prison may foster psychosocial development, which is crucial to perceiving a self with the ability for LL.

Bridging the academia-industry gap in the food sector through collaborative courses and internships

Experience is an important requirement to apply for a qualified job. While employers need to find workers with the required skills, education institutions must design curricula which provide the skills demanded by the job market. Besides, along their careers, workers need to make good choices on continuing education courses. Current Bachelor and Master degrees follow programs which attempt to offer a practical perspective, but still from the academia point of view. To bridge the gap between academia and industry, University Extension Diploma in Food Technology (DEUTA) deepens into the Food sector seeking professional capacitation of participants. This is achieved by both first-hand know-how of food sector professionals and academics, along with an internship period in a food company. This paper reports the experience for more than fifteen years of this Diploma. Curriculum, students background, food sectors where internships are taken, student’s opinion on the course management as well as on issues related to employability, development of professional skills and life-long learning are discussed. The analysis demonstrates how collaborative courses strengthen academia-industry bonds, and employability is boosted thanks to internships and the network created. This experience may be extrapolated to many sectors other than food, such as the chemical, environmental or biotechnological, and may help lecturers and institutions organize similar courses or diplomas to prepare competent and efficient technical workers, as well as help students and professionals orient their training and continuing education choices.

The Development of a Mosque-Based Islamic Lifelong Learning for Muslimahs in Brunei Darussalam

The aim of this paper is to examine the development of Islamic Lifelong Learning for Muslimahs that has been conducted in mosques across Brunei Darussalam. It will explore briefly on the background of the establishment of mosques in Brunei Darussalam and other Islamic education for women as well as the administration and management of Muslimahs religious classes. The data used in this study is gathered through interviews with officers from the relevant authorities and documents provided by them. Findings have shown that there is significant progress on Islamic Lifelong Learning held in mosques since the 1980s. This includes progress in the learning space, administration, and management of classes. Moreover, the Brunei Government has made mosques as a designated centre to conduct religious classes for women as part of their programmes for lifelong learning.

Systems Theory Framework for Embedding Lifelong Learning Holistically in Undergraduate Engineering Education

The new educational imperative is to empower students to manage their own learning in a variety of contexts throughout their lifetimes. This is particularly true for fields that rely on fast-changing technology, like engineering. As such, lifelong learning is gaining increased recognition. This paper describes a holistic framework for addressing lifelong learning in undergraduate engineering programs. The authors draw on existing literature to support this novel framework which consists of: 1) course design that intentionally aligns lifelong learning outcomes, teaching strategies, and assessment methods, 2) experiential learning opportunities that scaffold students’ development of lifelong learning in authentic and relevant ways, 3) instructor commitment to their own lifelong learning, and 4) conceptualization of lifelong learning as an overarching graduate attribute that can be incorporated alongside the others.

ACADEMIC MISCONDUCT IN THE PROJECT WORK OF TERTIARY ESP STUDENTS: CAUSES, RELATIONSHIPS AND SOLUTIONS

University students often lack basic skills related to academic integrity, especially with regard to the ethical use of resources. The paper attempts to identify typical cases of academic misconduct. In an effort to find the situations or circumstances that may trigger unethical behaviour, or a relationship between language proficiency and academic dishonesty, a profound analysis of Business English student projects was made, revealing that there is a relationship between the nature of a task and the occurrence of inadequate use of resources, as academic dishonesty is present irrespective of student’s language proficiency. The authors’ ambition is to propose solutions to tackle unethical academic behaviours, focusing on prevention rather than tracking and penalization. Besides providing proper training in correct citation, paraphrasing and summarization, it is also necessary to reassess the relevance of the project task. This combination should help to achieve not only a unique project work outcome, but also develop skills, such as critical thinking, problem solving, creativity, collaboration, information literacy, productivity and reliability, and ultimately lead to the development of autonomous lifelong learning.

Understanding Lifelong Learning and Skills Development: Lessons Learned from Practicing Civil Engineers

Understanding Lifelong Learning and Skills Development: Lessons Learned from Practicing Civil Engineers