Lifelong Learning Practices Research Articles

Spirituality as the Center of Lifelong Learning

ABSTRACTThis chapter argues for the centrality of spirituality in lifelong and adult learning theory and practice. As embedded in human experience, the spirituality of learning, including exploring awe and wonder, is vital. We introduce the processes and outcomes of lifelong spiritual formation, profound learning, and human flourishing as underpinnings for a theoretical, spirituality‐based framework.

Clinical Research Practitioner: Transformation to a Competent Professional Through Reflective Practice.

The National Institute for Health and Care Research (NIHR) has significantly contributed to the growth of clinical research activities in the United Kingdom. Central to this expansion is the pivotal role of Clinical Research Practitioners (CRPs) within the healthcare organization. This narrative explores reflective practice as a dynamic tool and essential requirements for their transformation and development into competent CRPs. Additionally, this article adds to the growing literature to highlight the benefits of having a professionally registered CRP for NHS organizations. By weaving together personal insights, professional development, and the integration of acquired knowledge, the narrative illuminates the profound impact of reflective practice on the evolution of a skilled and adept CRP. This review adds to the current literature on the importance of reflective practice in improving professionalism and competency for registered CRPs. The narrative emphasizes lifelong learning and reflective practice integration in clinical research training programs. It suggests further research on workplace reflection for knowledge integration. This resource is valuable for CRPs, organizations, and policymakers, emphasizing professionalism, competency development, and reflective practice in clinical research.

Lifelong learning practices of primary school teachers: a systematic literature review

Lifelong learning practices of primary school teachers: a systematic literature review

Shaping minds and hearts in medical education: Embedding and implementing a personal and professional development curriculum

This paper explores personal and professional development (PPD) as a key learning domain for the future of medical education and person-centered care. Guided by existing curriculum development models and lessons learned in practice, scenarios from academic and clinical learning environments will guide a theory-driven discussion of concepts and competencies that humanize the practice of medicine, such as emotional intelligence, professional identity formation, lifelong learning and inclusive practice. Factors contributing to contemporary curriculum implementation will be informed by a case study of a PPD program delivered to post-graduate medical students in Australia and propose an action-focused series of next steps to connect past, current and future directions for medical schools and graduates. Through reflections on iterative stages of program development and the incorporation of emerging concepts in PPD, this paper advocates for the true valuing of personal growth and professional development in medical education. If future doctors are to graduate as compassionate, socially informed, and critically reflective practitioners, they need dedicated PPD learning, opportunities to practice and active encouragement to remain curious towards and beyond their own experience.

Redefining evaluation: Programmatic assessment in Indian medical education

Programmatic assessment represents a modern approach to evaluation and learning, emphasizing continuous data collection and analysis of a learner's skills and development. This method integrates various assessment tools to provide comprehensive feedback, supporting both learners and mentors in making informed decisions. Unlike traditional methods that focus heavily on summative evaluations and knowledge acquisition, programmatic assessment aims to holistically assess competencies, including affective and practical skills. This review explores the principles of programmatic assessment, particularly within the context of medical education in India, where it addresses the shortcomings of traditional curricula by offering meaningful feedback and fostering self-directed learning.A comprehensive literature review was conducted using databases such as PubMed, Scopus, and Google Scholar, focusing on articles published between 2010 and 2023. The findings indicate that programmatic assessment is being increasingly adopted by medical schools globally, enhancing learning through continuous feedback and data-driven decisions. Various assessment methods, such as multiple-choice questions, essays, practical exams, and workplace-based assessments, are used to evaluate a student's overall competence comprehensively. The approach aligns with competency-based education models, emphasizing continuous learning progression and reflective practices.Programmatic assessment encourages interdisciplinary collaboration and strengthens the educational framework by integrating multiple low-stakes assessments that contribute to high-stakes decisions. This method provides a dynamic and holistic evaluation system that prepares students for their future roles in healthcare by ensuring that assessments are both meaningful and developmentally supportive. As Indian medical education evolves to meet global standards, programmatic assessment offers a viable solution for achieving high-quality, competency-based education, fostering continuous improvement, and preparing students for lifelong learning and professional practice.

Perimenopause management in defence primary healthcare: exploring GPs' knowledge and confidence.

The average age of the menopause in the United Kingdom is 52 but symptoms of the perimenopause (PMP) can start at 40 or earlier. The UK Armed Forces (UKAF) has a young demographic but women serving over the age of 40, potentially with PMP symptoms, has increased. Recent evidence suggested PMP management by Defence GPs was satisfactory but variable. Because of small numbers, Defence GPs have less exposure to the PMP than NHS GPs, a problem exacerbated for Uniformed GPs who have reduced clinical contact time due to military duties. This study aimed to explore Defence GP knowledge and confidence in managing the PMP, identifying factors contributing to disparities. This study used a sequential mixed-methods approach. A survey with self-rating questions and vignettes was undertaken, followed by semi-structured interviews of selectively sampled respondents. 164 out of 542 Defence GPs responded to a survey, which identified reasonable knowledge (91.3% managing cases per guidelines) but reduced confidence (54.3%). Regression analysis identified case exposure to the PMP, education, and gender as significant factors affecting confidence in PMP management. Themes identified from interviews which were felt to affect knowledge and confidence included: Characteristics of the GP (such as gender); lifelong learning and reflective practice; professional exposure to, and awareness of, the PMP; the changing demographic of Defence; an integrated PMP service to provide experiential learning. Case exposure and experiential learning emerged as the main drivers for confidence. For Uniformed GPs, this was affected by limited clinical time, but confidence returned once exposed to just a few PMP cases. Establishing an integrated PMP service in Defence was seen as crucial for improving care as well as providing educational opportunities through experiential learning for Defence GPs.

Peer evaluation as an alternative assessment method for case presentations: A cross-sectional study of dental students' perception.

Peer assessment in dental and medical education is a key tool for evaluating attitudes and communication skills, serving as an effective formative learning method. It not only boosts academic performance and encourages lifelong learning and reflective practice but also fosters collaboration, effective communication, and constructive feedback among peers. This study aimed to assess dental students' satisfaction and perceptions regarding implementing peer assessment in case presentations, including contribution to their learning. This cross-sectional study involved third (n=26), fourth (n=54), and sixth (n=71) dental students divided into five groups. Each student received peer assessments (n=8) from the students of the other groups regarding their clinical presentation. At the end of the process, students were invited to complete an anonymous 9-item questionnaire to assess student perceptions of the peer-assessment process. Data were analyzed to evaluate students' perception and satisfaction with the peer assessment task. The bivariate analysis explored associations among questionnaire items. A total of 151 students participated in the current study. Results showed a high level of agreement for most of the students regarding their preparedness for peer and self-assessment. More than 75% of the students at all academic levels found it challenging to evaluate their peers. Student satisfaction scores increased with the level of education, (4.076, 4.214, and 4.246 out of five, respectively) with moderate correlations between peer evaluation characteristics. Peer assessment appears to enhance learning and professional development in dental students. Students' satisfaction with peer assessment grows with education level, reflecting its role in fostering critical evaluation skills and feedback.

STEM LEARNING ENVIRONMENT: A INNOVATIVE TEACHING METHOD

Inclusive practices are fundamental to STEM learning environments, ensuring that all students have equitable access to opportunities and resources. Teachers employ differentiated instruction, provide support for diverse learning needs, and create a culture of respect and acceptance. By embracing diversity and inclusivity, STEM learning environments foster a sense of belonging and empower all students to succeed. Teacher facilitation and mentorship are essential components of STEM learning environments. Teachers guide students through the learning process, inspire curiosity and enthusiasm for STEM subjects, and provide support and encouragement as students explore and discover. As facilitators and mentors, teachers model lifelong learning, collaboration, and ethical practices, preparing students to become engaged citizens and leaders in STEM fields and beyond.

Teachers’ perceptions of school assessment climate and realities of assessment practices in two educational contexts

School and national assessment climates are critical contextual factors that shape teachers’ assessment preferences. In this study, 431 secondary school teachers from Ghana (n = 308) and Brunei (n = 123) were surveyed to examine how their perceptions of school assessment climates influenced their assessment practices. Semi-structured interviews were also conducted with six Bruneian and eight Ghanaian teachers to understand how they practiced assessment amid their school assessment climates. Teachers were found to practice assessment and perceive their school assessment climates differently. They were either identified as moderately fair but less precise, standard-focused and more precise, formative-oriented but moderately precise assessors, or preferred contextual and need-based assessment. Teachers reported positive perceptions of the nature of school assessment climates that existed in their schools. However, the examination-oriented climates that prioritised summative assessment compelled teachers to practice assessment against their beliefs. This resulted in academic dishonesty, excessive pressure, and mental health problems among teachers and students. The findings provide implications for assessment policy and practice in terms of how result-driven educational climates compel school leaders, teachers, and students to be gatekeepers and implementers of highly marketised and politicised education and assessment systems, which hinder lifelong learning and teacher-preferred assessment practices.

EUROPEAN SOCIETY OF ENDODONTOLOGY Undergraduate Curriculum Guidelines for Endodontology.

Undergraduate education should accomplish graduates who are skilled to provide quality care for patients, who are aware of their scope of practice, competency level and limits and who are open to referring patients whose needs are beyond their own skills and experience. They should also become self-efficacious. Quality performance begins with good diagnosis and decision-making. Graduates should understand when to treat, why to treat, what to treat and how to treat. These guidelines include a list of capabilities that the graduating student will be expected to have achieved to provide a minimum level of competency in endodontics. Theoretical knowledge, practical skills, understanding and insight should be assessed, with both formative and summative assessment procedures, making use of reflection and feedback. Endodontic procedures should be undertaken within the context of comprehensive patient care and should be evidence based. Students should not perform treatments on patients until they have demonstrated in a pre-clinical setting that they possess the required skills. Only if it is not possible to simulate a specific procedure sufficiently in a pre-clinical setting should students learn this procedure by performing it clinically under close supervision. Clinical endodontics should ideally be supervised by endodontists or by staff with special knowledge, interest and self-efficacy in endodontics. It is advised to ensure that students apply their knowledge and practice their skills periodically throughout the continuum of endodontic education until graduation. A philosophy of lifelong learning and evidence-based practice should be instilled in all dental undergraduates.

Perception and Attitude Towards Academic Research among Undergraduate Students of Allied Health Sciences

Background: Research within healthcare education is pivotal for the evolution of evidence-based practice and the enhancement of patient care. Understanding undergraduate attitudes towards academic research is crucial for curriculum development and fostering a culture of inquiry. Objective: The objective of this study was to assess the perceptions and attitudes towards academic research among undergraduate students of Allied Health Sciences and to explore the implications of these perceptions for human healthcare. Methods: A descriptive cross-sectional survey was conducted over six months at the University of Lahore, Islamabad Campus. A sample of 300 students was derived using the Slovin formula, with a 95% confidence interval and a 5% margin of error. Data collection utilized a semi-structured, pretested questionnaire comprising 19 closed-ended questions. The questionnaire assessed students’ perceptions of research and its relevance to their education and professional futures. Data was analyzed using SPSS version 25 for descriptive and inferential statistics. Results: Out of 300 participants, 214 (71.3%) acknowledged an awareness of research, with 243 (81%) affirming its utility for professional development and 205 (68.3%) for daily life relevance. However, 195 (65%) perceived research as stressful, and 209 (69.7%) found it complex. Gender distribution showed 82 (27.3%) male and 218 (72.7%) female respondents. Conclusion: The study underscores the importance of research in healthcare education, indicating a strong student perception of its value for professional growth, despite associated stress and complexity. Educational strategies should emphasize research skills development to prepare competent healthcare professionals ready to engage in lifelong learning and evidence-based practice.

More Than Maintaining Competence: A Qualitative Study of How Physicians Conceptualize and Engage in Lifelong Learning.

Physicians have a professional responsibility to engage in lifelong learning. Some of this lifelong learning is required to maintain licensure and certification. Yet, this conceptualization captures only a small portion of the content areas and learning processes that physicians need to engage with to ensure quality patient care. Additionally, purposes beyond regulatory requirements and professional obligations likely drive physicians lifelong learning, though these purposes have not been explored. Given the centrality of lifelong learning to quality patient care, our study explores how physicians conceptualize and engage in lifelong learning. We conducted a qualitative interview study using an interpretivist approach. In 2019, we recruited 34 academic physicians from one institution. We analyzed our data to identify themes related to conceptualization of purposes, content areas, and processes of lifelong learning and actual lifelong learning practices. We interpreted participants' descriptions and examples of lifelong learning as serving three purposes: maintaining competence, supporting personal growth and fulfillment, and engaging in professional stewardship. Much of participants' discussion of lifelong learning centered around keeping up to date with medical knowledge and clinical/procedural skills, though some also mentioned efforts to improve communication, leadership, and teamwork. Participants engaged in lifelong learning through contextual, social, and individual processes. Academic physicians engage in lifelong learning for reasons beyond maintaining competence. Medical knowledge and clinical/procedural skills receive most attention, though other areas are recognized as important. Our findings highlight opportunities for a broader, more comprehensive approach to lifelong learning that spans all areas of medical practice.

Policy Landscape and Promotion of Life-Long Learning in Croatia in the EU Context (2018–2022)

In this paper, we review the EU and national (Croatian) education policy trends related to life-long learning and adult education in the last five years, focusing on the subsequent crises (COVID-19 and the security crisis caused by the war in Ukraine) and their influence on policy processes and documents. We also provide secondary data on trends in Croatian adult education, as well as present the results of empirical research performed on a sample of adult education providers from the Republic of Croatia. Our research aimed to identify how the policy trends have been reflected in the practice of Croatian adult education providers in the last five years (2018–2022), with the focus on (a) the practice of life-long learning and adult education promotion; (b) target groups for adult education providers in Croatia; and (c) how the institutional infrastructure in Croatia has supported adult education providers. The obtained results inform the policymakers and practitioners of adult education of potential discrepancies between policy trends and education practices relevant to small and peripheral EU member countries.

FROM TRADITIONAL LANGUAGE LEARNING TO LANGUAGE LEARNING ON MOBILE APPS

The pervasive presence of ICT (information and communication technology) in everyday life and the appeal these technologies have for our students, forces teachers of foreign languages to consider how language teaching might be adapted to include these new tools in teaching practice. During the various stages of the Covid pandemic, the surge in the development of ICT supported language-learning devices, especially language learning mobile apps, and a wealth of research focusing on the exploration of the new means of eLearning, indicate new options for the delivery and acquisition of foreign languages as a life-long learning practice, which the LanGuide project seeks to exploit and advance. The paper reports on a survey carried out among respondents (students, academic and administrative staff) at 6 institutions of higher education in Slovenia, Romania, Croatia, Spain and Sweden. The purpose of the research was to examine the views, practices and attitudes of the respondents with regard to using ICT for foreign language acquisition, in order to help the international partnership to establish clear goals and objectives for developing learning materials in the languages of the partnership of the LanGuide project (KA2-HE/19), co-funded by the European Commission. Mobile language learning has altered the approach to language acquisition and our respondents proved well aware of the options available to them. The mobility, portability, and ubiquity of mobile apps seem to motivate them to make plans for more language learning. This manner of language acquisition, one that provides a sense of freedom and self-management, seems to suit and motivate self-learners. However, in the future, particular attention should be devoted to the further investigation of learning strategies and learning styles compatible with the use of mobile technology. Such knowledge could have a crucial impact on both language instructors and learners of foreign languages, as well as help materials writers and software developers. We can conclude that mobile language learning has changed the approach to language acquisition, while a number of issues still need to be addressed and analysed in order to provide a meaningful, productive user experience on language learning apps.

(Adult) education in the perspective of emotional geography. Towards a transdisciplinary approach in andragogy research

The aim of the article is to describe emotional geography, i.e. a research trend located on the borderline between human geography and contemporary affect studies, which focuses on the relationship between emotions and the broadly understood environmental, socio-cultural, spatial, economic, and political context. For this purpose, the author refers to theoretical analyses and research in the area of the so-called affective turn, and to the critical and political theories of emotions. She presents the relationship between education and emotional geography as well as examples of educational research projects on the socio-culturalspatial analyses of emotions and education. She also indicates the methodological implications for educational and andragogy research projects concerning the study of emotions in education, i.e. their transdisciplinary dimension. The presented way of conceptualizing the emotional geography of (in) education is a new look at the functioning of educational institutions and at the practice of lifelong learning. It can be a source of empirical research projects for theorists of education and andragogues.

Lifelong learning among healthcare professionals in public hospitals: Historical analysis and multiple case studies in Morocco

The Moroccan public hospital is crucial in providing healthcare, and its mission is to improve the population’s health. It is currently in a conclusive phase, given its decisive role in the success of the ambitious overhaul. In this sense, human resources are a crucial foundation, as they guarantee quality and safety of care. Indeed, the continuous upgrading of skills is a real challenge for healthcare workers, among other things, because their practice must meet the evolving requirements of the health system and be in line with the population’s specific needs. Lifelong learning for healthcare workers is a crucial issue. This study aims to identify the place of lifelong learning among health professionals in Moroccan public hospitals. The results indicate that all healthcare professionals interviewed know the importance of training to provide quality and safe care. However, only a quarter of them understands lifelong learning as a concept. Moreover, several lifelong learning practices are concrete and implemented despite certain obstacles. There is now a clear need to continue the historical process of improving the quality of training for healthcare workers by building an explicit system that focuses on lifelong learning while integrating a knowledge management approach. This research provides a good and more accurate overview of lifelong learning among healthcare workers. It also initiates reflection and debate on health professionals’ need for lifelong learning, and it’s a real opportunity to raise awareness about structuring lifelong professional training while integrating a knowledge management approach.

UX professionals’ learning and usage of UX methods in agile

The usage of User Experience (UX) methods has been studied through the years. However, little is known about UX professionals’ lifelong learning processes related to UX methods in Agile, choosing what UX methods to use, and the enablers and hindrances for using the UX methods. The study aims to broaden current knowledge about UX professionals’ lifelong learning practices to understand their work situations better. The paper describes how UX professionals learn about and choose UX methods, their frequency of use, and the enablers and barriers when using the UX methods in Agile. An interview study was conducted with 13 UX professionals from various industries and two countries working with Agile and UX. We used a qualitative approach, and a thematic analysis was carried out to answer the research questions. The results show that support from colleagues is an essential component for learning about the methods and how to use UX methods. Time pressure makes UX professionals choose methods they know will deliver their desired results. Prototyping, user testing, user journeys, and workshops are the most frequently used UX methods. Additionally, the results show that UX professionals think that the UX methods are often too complicated and take too long to learn. Additionally, they find it challenging to integrate UX methods into Agile. These findings indicate that UX methods might work better if designed to be less complicated and deliver results more efficiently. Moreover, collegial and peer learning is central to UX professionals. The HCI community could be more active in supporting this culture by sharing information and learning. Finally, the usability and UX of the tools affect which UX methods are used.

Peculiarities of implementation of lifelong learning policy in Turkey

The relevance of the study is due to the fact that in the 21st century, lifelong learning is recognized as one of the key pillars of education, closely intertwined with human development and financial growth. It is determined, that in recent years, major universities, governments and non-governmental organizations around the world continue to discuss the practice of lifelong learning. Being in the process of full membership in the EU, Turkey continues to comply with international norms and standards and comply with the established requirements.
 The institutional efforts to support and disseminate adult education in Turkey, strengthen the vocational education and training system in the context of the implementation of the concept of lifelong learning were analized. It has been found, that in Turkey, the concept of lifelong has recently been seen as a model of approach to education and training. Turkey has been shown to need a long-term vision and strategy for adult learning as part of a broader lifelong learning strategy in order to increase adult learning opportunities.
 The generalization of Turkey's progressive experience revealed the peculiarities of the implementation of lifelong learning policies, namely: ensuring the unity of national culture; implementing a strong policy of justice and equality in education; promotion of civic education; active participation in lifelong learning systems in order to build a competitive knowledge economy for the EU; promoting the literacy skills of Turkish citizens; training of qualified people in need of society; adaptation of non-formal and adult education to lifelong learning.
 The generalization of vectors for expanding opportunities for adult learning in Turkey has identified promising areas for adult education in Ukraine, namely: investing in the expansion and diversification of learning spaces or opportunities in the field of lifelong learning; updating programs to support parents of young, children and adolescents; organization of trainings on raising awareness and skills of multi-literacy; recognition of certificates in the process of lifelong learning and non-formal education; conducting research on social consciousness for lifelong learning processes; supporting the development of a long-term adult learning strategy; expanding opportunities for adult learning, etc

Capturing Strategies and Difficulties in Solving Negative Integers: A Case Study of Instrumental Understanding

Background : Many elementary school students have made mistakes in solving negative integer problems, especially for students with instrumental understanding. Studies that focus on strategies and difficulties faced by students can be a solution to finding student weaknesses so that they achieve a better level of understanding. Objectives : The objective of this study was to classify cases of fifth-grade elementary school students with instrumental understanding in solving negative integer tasks with a focus on strategies and difficulties faced with number line models. Design : This study uses a case study research design. Setting and Participants : Fifth-grade elementary school students who have studied the material on negative integer operations in Sukodono, Indonesia, were included. One of the students with the most varied instrumental understanding and representation strategy was chosen as a case study. Data collection and analysis : Qualitative data collection was done by providing a number line model task and interview instructions. Data analysis was performed by comparative analysis, namely, by comparing all data collected, including the transcribed audio and video recordings. Results : Researchers found various types of strategies that experienced difficulties to cognitive completion by students with instrumental understanding, along with difficulties in solving number problems. Conclusions : The implications of this study are very useful for further research and lifelong learning practices, especially in dealing with elementary school students who have difficulty constructing knowledge and the concept of negative integer arithmetic operations.

The biographical experience of being a teacher as the essence shaping lifelong learning practices

The biographical experience of being a teacher as the essence shaping lifelong learning practices