Lifelong Learning Strategies Research Articles

(Invited) Sustainable AI and Neuromorphic Computing with Oxide Quantum Materials

The presentation will focus on electronic phase transition mechanisms in quantum materials such as correlated perovskite semiconductors that can be used to emulate the characteristics of neurons and synapses in the brain and serve as building blocks for AI hardware as well as sensory interfaces for robotics. We will then discuss how features of intelligence noted in slime molds, insects, birds and mammals can be implemented in electronic devices and circuits for learning and decision-making. The fundamental science enabling such remarkable properties center around understanding ionic-electronic transport and electroneutrality which will form the main theme of the presentation. Strategies for lifelong learning with reconfigurable device platforms will be highlighted. Mouse brain – perovskite interfaces as an example of neural links will then be presented in brief. Approaches towards making sustainable AI hardware will be considered from perspective of materials and physical intelligence.

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.

Research on Lifelong Learning Tendencies of University Students

The lifelong learning strategy is one of the most significant strategies suggested for bringing up modern persons in the appropriate circumstances. This study attempts to identify, in terms of several characteristics, the lifelong learning tendencies of the Turkish language, literature, and Turkish teacher candidates. 297 students studying Turkish Language and Literature as well as Turkish Teacher Certification at a university in the east of Turkey make up the study's sample in the survey model. The Lifelong Learning Tendency Scale (Gür Erdoan Arsan, 2016) was used to gather the research's data. The information gathered throughout the study was analyzed using four distinct methods, including frequency, percentage, t-test for independent groups, and Kruskal Wallis H test. The statistical software package SPSS for Windows 22.00 was used to analyze the data. The study's findings revealed that, when it comes to gender-related factors, female teacher candidates had stronger lifelong learning tendencies than male teacher candidates. It was discovered that teacher candidates who read books frequently—every day, every other day, and once a week—had better propensities for lifetime learning than those who read books just once a month. It was found that teacher candidates with stronger dispositions toward lifelong learning studied scientific/academic, personal development, adventure, novel/story, and literary genres. Additionally, it was discovered through the research that there was no significant difference in the lifelong learning tendencies of teacher candidates about factors like age, the department or major of science they studied in college, the grade level they studied in, family income level, the education levels of their mothers and fathers, and preferred reading model. In general, it was found that teacher applicants scored extremely well on the lifelong learning tendencies scale when it came to their responses regarding their degrees of willingness to learn and grow over time.

Commentary on the design of an alumni survey that investigates the relationships between undergraduate experiences and lifelong learning

Lifelong learning is essential for engineering students and practicing engineers but challenging to teach, assess, and measure as a graduate attribute. This paper reports on the development of an alumni survey that measures the long-term impacts of undergraduate curricular experiences for lifelong learning across a diversity of alumni career trajectories to help undergraduate engineering programs learn about their long-term impacts and make strategic improvements. The survey presents a novel method for characterizing alumni career trajectories in terms of career transitions and the relatedness of alumni career activities to their undergraduate programs. Items probe specific dimensions of lifelong learning motivations and strategies and allow for the bivariate analysis of relationships between these variables, career factors, and undergraduate experiences. Combining items into scales proves to be challenging due to the variability in alumni characteristics and experiences. Future research should investigate how engineering students and alumni are motivated by a combination of intrinsic and extrinsic factors, and what implications these tendencies have for their career development and ongoing learning.

THE THIRD AGE UNIVERSITIES IN THE CONTEXT OF АCTIVE AGEING CONCEPT

Abstract. The article deals with the problem of the development of the Third Age Universities (U3As) system as realization of the lifelong learning strategy in the rapid aging world. The U3As are spreading widely around the world, and has a huge perspective and demand in Ukraine, considering that, according to a WHO study, Ukraine ranks first in the world in the prevalence of depression among people including seniors. It is noted that creating of the Third Age Universities is based on the concept of active ageing that is helping people stay in charge of their own lives for as long as possible as they age and, where possible, to contribute to the economy and society; it is the process of optimizing opportunities for health, participation and security for the elderly. «Active» means continuing participation in social, economic, cultural, spiritual and civic affairs, not just physically activeness or participation in the labour force. The article outlines that the U3As are important to eliminate loneliness prevent isolation and falling into a depression for the elderly, to improve their quality of life. The latest includes socio-economic side that is primarily the material conditions of life, standards of health and social services, participating in cultural and social life of the community (museums, universities, libraries, and sports) and educational opportunities; the second side is psychological conceptualization of quality of life that is some individual view to satisfaction or dissatisfaction with life. The author analyses the dominant U3A models adopted, the French and British approaches. The original French model required U3As to be associated with traditional university systems; in contrast the British model is largely of a self-help kind with little or no support from external sources. Analysis of the world practice has shown that the development of U3As depends largely on governments and public institutions at the national, regional and local levels ensuring the sustainability of the U3As. This work has three dimensions that have proved their effective results: the law and regulations for elderly education, financial injection for elderly education from the government, implementation of the efficient management and coordination means.
 Key words: lifelong learning; the Third Age University; seniors; the elderly; active ageing; adult education.

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

Knowledge Management and Lifelong Learning - Some Aspects of Their Development in Bulgaria

The modern economy is characterized by globalization of processes and a high degree of digitization nowadays. The dynamism, competitiveness, the increased migration of the population and, in particular, of labor resources, lead to the need of constant search for new ways of doing things. In this regard, today the key role of an extremely valuable resource is acquired by knowledge. Moreover, the intangible resources to which they refer are crucial for the success of organizations. Achieving sustainability in economic, social and cultural terms implies the generation, acquisition and effective use of knowledge. This is closely related to supplemental learning of already acquired knowledge and skills. The purpose of this article is to characterize knowledge and its management and to analyze the degree of implementation of the lifelong learning strategy in Bulgaria

Cultivation of Students’ Intercultural Communication Competence Based on Situational Teaching Method in the Context of Key Competence

At the beginning of the 21st century, the European Union, in response to the wave of globalisation and the challenges of a knowledge-based economy, has vigorously promoted a lifelong learning strategy in the field of education and training, and has proposed key competence. The importance of intercultural communication has become increasingly evident in the process of globalization. English language teaching plays an important role in facilitating students’ intercultural communication skills. In English classroom teaching, we should not only attach significance to the language knowledge, but also integrate cultural concepts into English teaching and learning, so that students can perceive and experience the differences between Chinese and Western cultural practices. Situational teaching method is a lively and interesting method that integrates knowledge with context and can provide methodological guidance and implications for the cultivation of intercultural communication competence of high school students. This paper attempts to combine situational teaching method and intercultural communication skills development, and to investigate the effect of situational teaching method on the development of intercultural communication skills of high school students, so as to provide an effective method for the development of intercultural communication competence of high school students.

Lifelong learning intention of adults in business sector: A case study from Vietnam

In the context of Industry 4.0, research on lifelong learning intention (LLI) and adoption is valuable for developing a learning society. However, prior studies on LLI of adults have primarily focused on the impact of individual characteristics or environment sporadically. There is a lack of research approaching LLI of adults. In emerging markets like Vietnam, although lifelong learning is an essential competence, scholars have not focused on this issue. Therefore, this study has built a path model to explain factors affecting the LLI of Vietnamese adults in the business sector by integrating individual and social antecedents forming LLI. We empirically analyse the data obtained through a survey of 417 adults. The findings that are established using SmartPLS certify that attitude, social influence, perceived behavioural control, voluntariness and self-efficacy are significant determinants of both the perceived usefulness of lifelong learning (PUoLL) and LLI of adults. While jobs relevant in the business sector have impacted PUoLL, it is not directly the relation to LLI. The study establishes a strong positive influence of PUoLL on the LLI of adults in the business sector. The results provide important insights for policymakers, educators, scholars and learners to develop strategies for lifelong learning for adults.

Rule-based process indicators of information processing explain performance differences in PIAAC web search tasks

BackgroundA priori assumptions about specific behavior in test items can be used to process log data in a rule-based fashion to identify the behavior of interest. In this study, we demonstrate such a top-down approach and created a process indicator to represent what type of information processing (flimsy, breadth-first, satisficing, sampling, laborious) adults exhibit when searching online for information. We examined how often the predefined patterns occurred for a particular task, how consistently they occurred within individuals, and whether they explained task success beyond individual background variables (age, educational attainment, gender) and information processing skills (reading and evaluation skills).MethodsWe analyzed the result and log file data of ten countries that participated in the Programme for the International Assessment of Adult Competencies (PIAAC). The information processing behaviors were derived for two items that simulated a web search environment. Their explanatory value for task success was investigated with generalized linear mixed models.ResultsThe results showed item-specific differences in how frequently specific information processing patterns occurred, with a tendency of individuals not to settle on a single behavior across items. The patterns explained task success beyond reading and evaluation skills, with differences across items as to which patterns were most effective for solving a task correctly. The patterns even partially explained age-related differences.ConclusionsRule-based process indicators have their strengths and weaknesses. Although dependent on the clarity and precision of a predefined rule, they allow for a targeted examination of behaviors of interest and can potentially support educational intervention during a test session. Concerning adults’ digital competencies, our study suggests that the effective use of online information is not inherently based on demographic factors but mediated by central skills of lifelong learning and information processing strategies.

Data Modeling of Sewage Treatment Plant Based on Long Short-Term Memory with Multilayer Perceptron Network

As wastewater treatment usually involves complicated biochemical reactions, leading to strong coupling correlation and nonlinearity in water quality parameters, it is difficult to analyze and optimize the control of the wastewater treatment plant (WWTP) with traditional mathematical models. This research focuses on how deep learning techniques can be used to model the data from a specific WWTP so as to optimize the required energy consumption. In the operation of a wastewater treatment plant, various sensors are used to record the treatment process data; these data are used to train deep neural networks (DNNs). A long short-term memory with multilayer perceptron network (LMPNet) model is proposed to model the water quality parameters and site control parameters, such as COD, pH, NH3-N, et al., and the LMPNet model prediction error is then measured by criteria such as the MSE, MAE, and R2. The experimental results show that the LMPNet model demonstrates great accuracy in the modeling of the control of WWTPs. A life-long learning strategy is also developed for the LMPNet in order to adapt to the environment that may change over time. By developing performance evaluation metrics, the purification performance can be analyzed, and the prediction reference can be provided for the subsequent control optimization and energy saving plan.

The regression models for lifelong learning competencies for teacher trainers

Contemporary youth require novel talents and fluencies due to the profound changes that are taking place in society. From school education to professional development and lifelong learning, everyone needs to have twenty-first-century skills to cope with these changes and the new normal. Lifelong learning should be the guiding idea for the future revitalization of the teaching profession. The development of lifelong learning competencies will enable teachers to help their students become lifelong learners. Teacher education is undoubtedly the most important component for teachers who seek to gain lifelong learning competencies. The study of teacher education is essential for investigating the factors that affect lifelong learning competencies among teacher trainers. The main aim of this study is investigating whether perception of lifelong learning and learning strategies could explain teacher trainers’ lifelong learning competencies and to examine whether their professional and personal factors could influence this. For this study, a correlation research design was chosen. The research sample was made up of 232 teacher trainers from various education degree colleges in Myanmar using random sampling method. Multiple linear regression analysis was performed to formulate the regression models for lifelong learning competencies of teacher trainers, and analysis of variance was also utilized to create comparison between the outcome models. The results indicated that the including region, teaching experience, perception of lifelong learning, and learning strategies may be the best regression model for predicting lifelong learning competencies in teacher trainers. This research may also be useful for establishing practical policy to implement the lifelong learning competencies within the formal and non-formal education sectors.

Message from editor

Dear Readers,It is the great honor for us to publish 7th Volume, 4th Issue of Contemporary Educational Researches Journal.Contemporary Educational Researches Journal (CERJ) welcomes original empirical investigations and comprehensive literature review articles focusing on educational issues. The journal is an international peer-refereed journal that promotes the researches in the field of contemporary teaching and learning approaches and theories. The scope of the journal includes, but is not limited to; the following major topics as they relate to: Active Learning, Administration of Education, Adult Education, Affective Learning, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, College and Higher Education, Learning Assessment and Evaluation, Learning Psychology, Lifelong Learning Strategies, Learning Skills, Vocational Education, Measurement and Evaluation in Education, New Learning Environments, Portfolio Assessment, Professional Development and School Administration.A total number of seventeen (17) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of five (5) high quality research papers were selected and accepted for publication. Aim of this issue is to give the researchers an opportunity to share the results of their academic studies. There are different research topics discussed in the articles. For example, Azis Pollozhani and Mentor Hamiti presented a case study of Macedonia and discussed social learning as a Europeanisation tool. In another study, Brikena Xhaferi examined the impact of quality teaching on student achievement. In addition, Emine Zendelli mentioned about the right to education as a fundamental human right and tried to respond to questions on the observance of this right and whether it has been limited. Mohamad Behroozi carried out a study in order to evaluate the quality of professors’ teaching process based on students’ view and professors of Persian Gulf University. Finally, Anna Vintere discussed implementation of the education for sustainable development strategy in mathematics education through stakeholder cooperation.The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2017 Volume.I would like to present many thanks to all the contributors who helped to publish this issue.Best regards,Assoc. Prof. Dr. Deniz OzcanEditor – in Chief

Editor message


 Dear Readers, 
 It is the great honor for us to publish seventh volume, first issue of Contemporary Educational Researches Journal. 
 Contemporary Educational Researches Journal welcomes original empirical investigations and comprehensive literature review articles focusing on educational issues. The journal is an international peer-refereed journal that promotes the researches in the field of contemporary teaching and learning approaches and theories. The scope of the journal includes, but is not limited to; the following major topics as they relate to: Active Learning, Administration of Education, Adult Education, Affective Learning, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, College and Higher Education, Constructivist Learning, Content Development, Distance Learning, High School Teacher Education, History Education, Instructional Design, Learning and Teaching Research Methods, Learning Assessment and Evaluation, Learning Assessment and Evaluation, Learning Psychology, Lifelong Learning Strategies, Learning Skills, Vocational Education, Measurement and Evaluation in Education, New Learning Environments, Portfolio Assessment, Professional Development and School Administration. 
 A causal relationship model for teachers’ organizational citizenship behaviour, administrators’ leadership in school, guidelines for educational administration, Russian regional studies as new disciplines in higher education system and ways for a better school organizational performance topics have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2017 Volume.
 A total number of twelve (12) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of five (5) high quality research papers were selected and accepted for publication. We present many thanks to all the contributors who helped us to publish this issue.
 Best regards,
 Prof. Dr. Gulsun Atanur Baskan
 Editor – in Chief

Editor message

Dear Readers,
 
 It is the great honor for us to publish seventh volume, second issue of Contemporary Educational Researches Journal.
 
 Contemporary Educational Researches Journal welcomes original empirical investigations and comprehensive literature review articles focusing on educational issues. The journal is an international peer-refereed journal that promotes the researches in the field of contemporary teaching and learning approaches and theories. The scope of the journal includes, but is not limited to; the following major topics as they relate to: Active Learning, Administration of Education, Adult Education, Affective Learning, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, College and Higher Education, Constructivist Learning, Instructional Design, Learning and Teaching Research Methods, Learning Assessment and Evaluation, Learning Assessment and Evaluation, Learning Psychology, Lifelong Learning Strategies, Learning Skills, Vocational Education, Measurement and Evaluation in Education, New Learning Environments, Portfolio Assessment, Professional Development and School Administration.
 
 The comparison of elementary teacher training policies in the United Kingdom and Turkish Republic of Northern Cyprus, teacher candidates’ views on the use of concept cartoon in science and technology teaching courses, learner differences and language learning strategies, national values of students in Lithuania and development of the idea of an innovative school in Latvia topics have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2017 Volume.
 
 A total number of fifteen (15) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of five (5) high quality research papers were selected and accepted for publication. We present many thanks to all the contributors who helped us to publish this issue.
 
 Best regards,
 
 Prof. Dr. Gulsun Atanur Baskan
 
 Editor – in Chief

Nurses' view of benefits, enablers and constraints to the use of digital health tools with patients: A cross-sectional study.

Digital literacy helps patients to be more informed in order to make decisions about their health. Patient empowerment in the digital realm is a duty for all healthcare professionals, but nurses are the most numerous professionals in all healthcare systems worldwide. In addition, they have an important role in health education and patient follow-up. Therefore, the use of digital tools, by nurses to empower and help patients know more about their health, is crucial. This study was conducted to identify nurses' views on the benefits as well as constraints nurses encounter when using digital resources to empower and educate their patients. We sought to identify enablers that could help nurses use technology with their patients as a means to reinforce the care and advice they offer them. An online ad hoc questionnaire was answered by 848 currently employed Spanish nurses on the benefits of using digital media with their patients, as well as on the constraints and enablers during implementation. The majority of the nurses considered that reliable digital information would reduce unnecessary consultations. In addition, they think that at least 50% of their patients could benefit from consulting information online. Among the constraints, nurses mainly pointed out the older age and low educational level of their patients. Younger nurses are the most likely nurses to see patient age as a problem. As for enablers, nurses pointed out the training offered to patients as well as digital tools being user-friendly for patients. It is crucial to work while following a lifelong learning strategy, with training from university education as well as training from healthcare institutions to reduce the digital gap that affects patients' digital empowerment.

Schooling and Occupational Outcomes in Adults with ADHD: Predictors of Success and Support Strategies for Effective Learning

Attention Deficit Hyperactivity Disorder (ADHD) is a neurobehavioral disorder that is usually diagnosed in childhood. It is characterized by attention deficits, hyperactivity, and impulsivity leading to significant impairment in academic, occupational, familiar, and social functioning. Most of the literature has been focusing on the impact of this condition on infancy and preadolescence, but little is known on its consequences in adulthood. This narrative review addresses this gap by focusing on the studies regarding the schooling outcomes of this population. After identifying the specific clinical and neuropsychological profile of ADHD in adults, this study analyzes their precise needs for effective learning and presents evidence on their academic and occupational achievements. Pharmacological, educational, and rehabilitative factors predicting a positive scholastic and career success are critically reviewed. Finally, this study focuses on the strategies that can improve the learning processes in adults with ADHD by expanding the analysis on executive functions, metacognition, and emotional dysregulation. Schooling outcomes in adults with ADHD, therefore, are conceptualized as a complex measure depending on several variables, like early pharmacological treatment, educational support, neuropsychological intervention, and targeted strategies for life-long learning.

Digital footprint in education as a driver of professional growth in the digital age

The large-scale global digital transformation of the economy is changing all spheres of human activity, introducing fundamental changes, including all the levels of educational system. The modern educational process is not limited to the digitisation of educational materials or to the introduction of remote education. Digital transformation impacts the educational activities in higher education, secondary, professional, and even preschool education. Development and implementation of digital learning environments is a prerequisite for obtaining detailed learning data of an individual for the entire time of his education, that caused the appearance of the lifelong digital educational footprint. The developers of digital educational courses plan to analyze the digital footprint and to use the results to adjust an educational trajectory when studying at higher educational institutions. The integration with social networks and messengers provides the data needed to create virtual assistant based on the individual behavior, that helps the student to master the course material. The collected data is also useful to create student’s digital twin, that is used by the teacher to conduct educational experimental research on the implementation of new educational technologies, or to adjust learning path to achieve maximum educational results of the particular student. The authors conducted the research on possibilities to use digital footprint for assessing the current state of the student’s competencies and for keeping the student’s competencies in an active state taken into account lifelong learning strategy. The proposed by the authors’ hypotheses could be applied to improve the effectiveness of adaptive systems of professional adult education.

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

Life-Long Learning With Continual Spectral-Spatial Feature Distillation for Hyperspectral Image Classification

The rapid development of hyperspectral remote sensing technology, has led to an explosion in the number of available hyperspectral images (HSI). The fast and accurate characterization of HSI poses a significant challenge for remote sensing scientists. Currently, deep learning strategies with various neural networks have been successfully applied for HSI classification using the concept of the “dataset-model”. Still, there is a need to develop universal deep learning models for HSI classification using a continual updating strategy. This paper presents a life-long learning strategy to continually update model weights with the help of continual spectral-spatial feature distillation. Specifically, the proposed method introduces a spectral-spatial distillation strategy to retain knowledge of the previous well-trained model. Meanwhile, the learning metric term is integrated into a multi-level feature extraction to minimize the spectral-spatial feature discrepancy between the previous model and the new one. The experimental results indicate that our method achieves superior performance for continual HSI classification tasks without suffering from the persistent loss of characterization memory.