Lifelong Learning Research Articles

A micro-credential approach for life-long learning in the urban renewable energy sector

The present paper describes the development of a novel framework for the creation of specialised Micro-Credentials supporting the training and re-training of students and professionals on the integration of renewable energy and sustainable fuels in urban settings. The framework is built upon a set of stackable micro-credentials, co-designed with the stakeholders input and it uses advanced natural language processing (NLP) and machine learning algorithms to assess the impact on the job market at regional level. The use of Micro-Credentials are considered to be the optimal methodology for enhancing the knowledge of specific topics especially for life-long learning for professionals. A co-design approach of such an innovative educational framework with relevant stakeholders fosters a tailored educational path for green upskilling. Finally, the framework is validated processing and analysing a large dataset of job descriptions, extracting the skills required by the market, organising the skills in categories and clusters. All this process lead to the creation of a basket of 74 Micro-Credentials oriented to students and professional with both a technical and non-technical backgrounds.

성인학습자의 무형식학습 프로세스에 영향을 미치는 요인들에 대한 연구

The purpose of this study is to identify the meaning of informal learning for adult learners in lifelong learning by reviewing discourses in pedagogy related to informal learning and introducing heuristic model for practical research on informal learning. To this end, after reviewing the main perspectives on the meaning of informal learning, which has been conventionally discussed in educational research, in detail, the trends in informal learning research in three areas primarily observed in lifelong learning (informal learning in the workplace, multicultural informal learning, and community informal learning) were examined. Adult learners’ informal learning occurs through interactions between society, culture, media, or members in the everyday learning environment based on sociocultural context to which they belong, such as society, community, and workplace. Based on this, a heuristic model of informal learning was introduced that takes into account the social conditions of learners that can produce continuous informal learning as well as individual learner aspect. In the end, as a comprehensive perspective to understand human learning in the further research, the research direction for informal learning research and the expectation for the analytical foundation of practical research to support adult learners' informal learning was suggested.

Lifelong Learning Opportunities for Landscape Architecture Bachelor's Programs: Assessments on Landscape Design Component

Lifelong Learning Opportunities for Landscape Architecture Bachelor's Programs: Assessments on Landscape Design Component

Lifelong learning as a governing technique of subjectivation from the perspective of the discourse of hope and fear

Neoliberal governmentality highlights that the mode of governing technologies has moved from government toward governance in modern society. Accordingly, as the self becomes the nexus between social control and self-regulation, configuring self-knowledge is mainly achieved through subjectivation, as argued by M. Foucault. The OECD's PISA program implicitly carries out this technique by holding teachers responsible for national prospects through its assumption of a close linkage between teaching quality and human capital. More importantly, PISA data facilitates international comparisons and rankings by which the international competitiveness of its participants can be identified and categorized. Unsurprisingly, those member countries/regions classified in the first tier are confident of their prospects for future economic growth in contrast with those ranked below the average, which are unable to escape from a state of fear engendered by their assumed lack of economic prospects. Teachers thus become the subject and object of educational reforms. Teachers need to improve their teaching quality through professional development to eliminate the stigma of being viewed as social burdens. The discourses of hope and fear set in motion by PISA thus turn lifelong learning into a powerful means of facilitating the government to fabricate teachers' subjectivity. This is the art of subjectivation, commanding teachers to perform as enterprising subjects who are dedicated to contributing to social progression through good teaching quality, which is perceived as the gateway for them to bring honor upon themselves.

Ocena kompetencji informacyjnych uczniów liceum – przykład toruński

Information literacy lies at the heart of lifelong learning and is a prerequisite for effective participation in an information society. This article discusses the level of information literacy skills observed among Polish secondary school students, based on the example of two secondary schools in Toruń, with the information literacy of the study population identified and characterised using the SCONUL Seven Pillars of Information Literacy model, and also compared with the students’ self-assessment of their information skills and knowledge. The majority of students were classified as competent, having mastered information skills to a satisfactory degree in most of the pillars analysed, although competency areas in need of educational efforts were also identified.

The Relationship between Study Habits and Academic Performance among University Students

Abstract: This paper examines the intricate relationship between study habits and academic performance among university students. Drawing upon a synthesis of empirical studies, theoretical frameworks, and psychological models, the abstract delves into the multifaceted dynamics shaping students' study habits and their consequent impact on academic achievement. Key factors such as time management, learning strategies, motivation, self-regulation, and environmental influences are explored within the context of diverse student populations and academic disciplines. Moreover, the abstract elucidates the reciprocal nature of this relationship, wherein effective study habits not only enhance academic performance but also contribute to holistic student development. Additionally, it sheds light on the role of technology, social media, and other contemporary influences in shaping modern study habits and their implications for academic success. Finally, the abstract underscores the importance of tailored interventions and educational strategies aimed at optimizing study habits to foster optimal academic outcomes and lifelong learning skills among university students

The Opportunities, Dilemmas, and Paths for the Development of Adult Higher Education in the New Era

This paper comprehensively analyzes the development opportunities and realistic dilemmas faced by adult higher education in China in the new era, and puts forward corresponding strategies as solutions. With the construction of a learning society, the development of digital technology, and the popularization of the concept of lifelong learning, adult higher education has unprecedented development opportunities. At the same time, these forms of education are facing a series of dilemmas due to challenges such as unsound guarantee mechanisms and traditional enrollment competition. Through the establishment of perfect legal and policy guarantees, transformation of school running mode, meeting the diversified needs of learners, and other multi-faceted measures, the development of adult higher education can be effectively promoted to meet the needs of individual and social development.

21st-Century Digital Literacy: Using Information Technology to Empower People

Abstract: A vital skill set for people to survive and prosper in an increasingly digital environment, digital literacy has arisen in the quickly changing 21st century. This abstract examines the value of digital literacy by looking at information technology (IT) and how it has affected modern society. It explores the complexity of digital literacy, including not just the technical know-how to utilize digital tools and technology but also the social, ethical, and intellectual aspects that are essential for productive digital participation. The elements of digital literacy, such as media literacy, information literacy, communication skills, critical thinking, and problem-solving abilities, are examined in this abstract, which draws on theoretical frameworks and actual studies. In addition to giving people access to a wealth of materials, communication channels, and chances for learning and cooperation, it also examines how information technology might be used as a facilitator to improve digital literacy. This abstract also discusses the difficulties and obstacles that hinder the adoption of digital literacy, including the digital gap, unequal access to technology, and concerns of digital inequality. It highlights how crucial it is for everyone to have equal access to digital resources and how important it is for governments, schools, and community groups to work together to promote digital inclusion and close the digital gap. Furthermore, the revolutionary power of digital literacy is highlighted in this abstract across a number of fields, such as political participation, job placement, schooling, and medical services. In order to promote lifelong learning and empowerment, it addresses cutting-edge strategies and best practices for incorporating digital literacy into seminars and workshops, community initiatives, and school curriculum. As a conclusion, this abstract emphasizes how critical digital literacy is in the twenty-first century and how it shapes people's ability to prosper in a society that is becoming more technologically advanced and linked. The statement highlights the need of coordinating endeavors to advance digital literacy programs and provide fair access to digital assets, ultimately enabling people to engage completely in the digital community.

12 tips for developing Educational Conferences for Physicians

The education of a physician is a life-long process that starts in medical school and extends throughout their career. Healthcare is a dynamic field characterized by continuous advancements in medicine, evolving treatment options, changing regulations, care models, and technology. Physicians must keep up-to-date with new practices, procedures, medications, and diseases and fulfill the educational requirements to maintain their medical licensure. Continuing education for physicians serves the essential purpose of nurturing lifelong learning, ensuring that medical practices align with the latest standards, and ultimately enhancing the quality of patient care and outcomes. In a broader context, physician education encompasses all activities designed to enhance skills, professional performance, and relationships that physicians employ to provide services to patients and the public and to improve collaborations within the field. This paper outlines a step-by-step plan for designing high-quality educational conferences for practicing physicians in any field. It aims to assist in developing ongoing education, aligning physician practices with the latest medical care standards, and optimizing their clinical performance to improve patient and community health.

Podcasts as supplementary tools in enhancing teaching-learning in the 21st century literature from the Philippines and the world

This research aimed to determine the mastery level of learners in 21st Century Literature from the Philippines and the World before and after the implementation of podcasts. The study titled "Podcasts as Supplementary Tools in Enhancing Teaching-Learning in 21st Century Literature from the Philippines and the World" is considered a quasi-experimental research design. This design utilizes methods and procedures to collect data in a study structured similarly to an experiment. Specifically, the study employed the one-group pretest-posttest design. This study employed a probability sampling technique. The respondents of the study were Grade 11 students in the academic track of Science, Technology, Engineering, and Mathematics (STEM). They encountered 21st Century Literature from the Philippines and the World as a subject matter available in the university, which is the only literature-related subject that STEM students are taking. The researchers used a pretest and posttest to collect the quantitative data needed for the study. After collecting data from the respondents, the researchers analyzed the quantitative data using statistical methods. The study revealed that the majority of students studying 21st Century Literature from the Philippines and the World improved their mastery level after using podcasts as supplementary tools in addition to the reading materials provided by their adviser. The students showed engagement and mastery in answering the tests based on the results presented, as there was an increased or significant difference between the pretest and posttest results. It was further found that the podcasts are effective. However, as cited in the scope and limitations of the study, it only investigates the development and evaluation of podcasts as an educational tool, as well as their potential to supplement traditional classroom teaching. Podcasts were not meant to replace lectures but to complement them. Furthermore, the null hypothesis was rejected. Therefore, a significant difference exists between the mastery level of students before and after the implementation of podcasts as supplementary tools. Lastly, this implies that for any instructional materials or teaching approaches to be implemented inside the classroom, their relevance and meaningful connections should be considered to engage the students more and thus promote lifelong learning.

Ageless Wisdom: A Cross-Cultural Study on Enhancing Life Satisfaction through Skills Promotion among Older Adults

This article explores the pervasive issue of ageism and its detrimental effects on the elderly population. Ageism or the prejudice and discrimination against older adults based on their age, can have significant impact on their well-being and life satisfaction. However, the article also delves into the potential positive effects of continuous learning on reducing ageism and enhancing the life satisfaction of the elderly. As a proactive approach, lifelong learning presents an opportunity for the elderly to challenge stereotypes, remain engaged in society, and foster personal growth. This study highlights how training and educational programs can empower older adults, instilling a sense of purpose and accomplishment, leading to a more fulfilled and satisfying life in their later years. The main purpose was to investigate how continuous learning affects the lives and life satisfaction perception of elderly people over the age of 65 from Greece, Hungary, Italy, Poland and Turkey after one week and 25 hours of technology, art and psychotherapy trainings that are believed to support them in every aspect of life.

大学语文教师课程领导力研究

The quality of teaching in colleges and universities is an important index and content of comprehensive evaluation of the level of running colleges and universities. Teachers' leadership is the core factor to promote the improvement of teaching quality and their professional quality. This study analyzes the connotation of teachers' curriculum leadership from the field of college classroom, and takes college Chinese teachers from five science and engineering universities in Gansu Province as the research object. Through questionnaire survey and data analysis, SPSS23.0 is used for data statistics and result analysis, so as to clarify the current situation, differences and influencing factors of college Chinese teachers' curriculum leadership in science and engineering universities. Finally, according to the above analysis results, some feasible suggestions are put forward, such as improving curriculum leadership awareness, giving curriculum leadership, strengthening knowledge literacy learning, and reflecting on the effectiveness of curriculum leadership. It aims to strengthen teachers' curriculum awareness and establish a normal learning mechanism under the influence of lifelong learning concept.

Student experiences of photovoice as a medium to inform decolonisation of the Health Sciences curriculum

Decolonisation of curricula embeds the African realities into teaching. Within the Health Sciences, learning, which is responsive to community health needs, is required. This study used photovoice, a student participatory teaching method, where students (n=96) engaged with local communities, capturing photographs of environmental factors involved in causing disease. Photographic information of local adverse environmental conditions was gathered, linking these to disease causation within local communities. This observation and analysis of the South African circumstances, particularly those of marginalized communities, emphasized local knowledge, which prepared students to work within their local and national contexts. Students were prepared to be responsive to the needs of the people in their communities. This teaching pedagogy laid the foundation for lifelong learning as students were able to deal with real-life challenges while applying a new technology in the field of education. This will enable them to cope with changing aspects in health during their careers. Such changes are inevitable as population demographics and environments evolve with time. This alternate pedagogy, using photovoice, promoted decolonisation of the curriculum and has the potential to produce graduates who are reactive to local requirements of the community.

Analysis of library resources and services in developing confidence for language use

Reading is a form of social activity that connects the readers to transformational learning. Library resources offer an opportunity to build competence in language use. In essence, the library resources can impact how students perceived reading as a channel to academic success, which in turn—develops a lifelong learner. This study was an exploratory study that analyzed how library resources and services develop confidence in language use. Eight (8) college students were purposively selected for one-on-one interview. The data gathered were narrative from college students on how they utilized resources from their local library. The findings suggested that college students considered their local library as a reliable site to search for information. In-depth analysis showed that students were confident in language use because their resources were reliable and accurate. Language use covered mostly phonological and morphological aspects of language, including lexicons, writing styles, and writing formats. Librarians had the role of encouraging the students to read contents from the library and assisting them in utilizing in-print and online contents. Library assistance enabled the students to build their ideas into meaningful developmental contents. This study provided an angle for language confidence, language success, and language competence. These components of language learning were essential in predicting the linguistic capacity of students.

싱가포르 국가수준 유아교육과정 탐색

Objectives The purpose of this study was to exlore the Singaporean early childhood education curriculum, which emphasizes competency-based education, and to examine insights that can be applied to our own early childhood education curriculum. A literature review was conducted comparing and analyzing the characteristics, significance, and implications of the Singaporean early childhood education curriculum before and after its revision. Methods A literature review was conducted comparing and analyzing the characteristics, significance, and implications of the Singaporean early childhood education curriculum documents before and after revision. Results Firstly, through the revision process, the Singaporean early childhood education curriculum expanded its understanding of children's learning, and emphasized values, socio-emotional competencies, and learning dispositions. Additionally, it streamlined learning areas and altered area names. These changes are aimed at laying the foundation for learning essential for adapting to future society, fostering lifelong learners from early childhood, and enabling them to grow. Secondly, the Singaporean early childhood education curriculum emphasizes the learning of competent learners and underscores the importance of learning experiences tailored for this purpose. It emphasizes the formation of children's competencies and consistently stresses the intention and role of educators. Furthermore, it encourages interest in assessing children's learning, providing guidance on specific learning content and observable behaviors. Conclusions Through exploring the Singaporean early childhood education curriculum, insights were gained into various content and structures that can be incorporated into educational curriculum documents. It also suggests the need for reflection on the scope of documents that contain this content.

CoLLaRS : A cloud–edge–terminal collaborative lifelong learning framework for AIoT

AIoT applications often encounter challenges such as terminal resource constraints, data drift, and data heterogeneity in real world, leading to problems such as catastrophic forgetting, low generalization ability, and low accuracy during model training. To address these challenges, we proposed CoLLaRS, a cloud–edge–terminal collaborative lifelong learning framework for AIoT applications. In the CoLLaRS framework, we alleviate the problem of terminal resource constraints by uploading terminal tasks at the edge. CoLLaRS uses continuous training at the edge to achieve lifelong learning training of the model and solve the problem of catastrophic forgetting. CoLLaRS employs federated optimization in the cloud to perform personalized aggregation of different edge models and solve the problem of weak model generalization ability. Finally, the model is fine-tuned at the terminal to further optimize its accuracy in local tasks. Our experiments on real-world datasets showed that CoLLaRS has an 8% improvement in accuracy and a 5% improvement in backward transfer(BWT) and forward transfer(FWT) compared to other baseline algorithms. The results of the ablation experiments further confirmed the effectiveness of CoLLaRS.

Integration of neuroscience into psychiatric training and practice: suggestions for implementation.

Mainstream psychiatric practice requires a solid grounding in neuroscience, an important part of the biopsychosocial model, allowing for holistic person-centred care. There have been repeated calls for better integration of neuroscience into training, although so far with less focus on implementation for life-long learning. We suggest that such training should be accessible and utilised by all psychiatrists, not solely those with a special interest in neuropsychiatry. By considering recent positive developments within the general psychiatry curricula and neuropsychiatric resource implementation, we propose strategies for how this can be progressed, minimising regional disparities within the growing world of virtual learning.

Developing Life-long Investment Literacy of Students through Initial Public Offerings (IPO) One-Stop Support Center and Stock Trading Simulation

Initial Public Offerings (IPO) One-Stop Support Center website is created to help students, the public and academic researchers. One of the significant features of this website is a stock trading simulation which enables stock trading practice in a simulated or virtual environment. It simulates the experience of trading equities with virtual currency. The main aim of this trading simulation is to offer students and the public (potential retail investors) a risk-free environment to learn and practice trading before entering the real stock market. This study aims to understand the influence of trading simulation as an educational tool in improving students’ lifelong learning skills through the development of investment literacy. This study was conducted using a qualitative approach. To fulfill the objective of this study, an online survey was distributed through a Google Form. A total of 110 respondents consisting of students enrolling in FIN768 (Investment and Portfolio Analysis) course, public, and academics in Universiti Teknologi MARA (UiTM), Shah Alam and Puncak Alam, Selangor took part in the online survey. This study finds that 89.10 percent of the respondents agree that this stock trading simulation is very useful for their life-long learning. This study contributes mainly to the students by providing them with valuable learning experiences and practical skills that extend beyond traditional classroom teachings.

Beyond theoretical courses – A study of Swedish psychiatric residents’ collegial learning through conversations in the workplace

Background Collegial conversations are important for sustainable learning to last beyond a course. Research on collegial conversations and peer learning in the workplace during psychiatric residency courses remains sparse, however. In this study, the aim was to explore residents’ opportunities for collegial conversations during and after national courses in psychiatry. Methods Residents in psychiatry completed an online survey including questions on opportunities for collegial conversations in their workplaces. Logistic regression was used for multivariate analysis and thematic content analysis was used for the open-ended answers where a theoretical framework of communities of practice was employed for the interpretation of the findings. Results The survey was completed by 112 residents out of 725 (15,4%). The participants reported few structured forums for collegial discussion. The results of multivariate analysis suggest that more women than men feel it is advantageous to attend courses with others from the same workplace or from the same group of residents, described here as a team. The analysis of qualitative data identified how opportunities for collegial conversations differ across contexts and the type of values that are attached to team participation in residency courses. Conclusions This study highlights the importance of collegial conversations as a way to sustain the learning from residency courses into the workplace. By learning about residents’ perceptions of collegial conversations during and after courses, teachers and directors may be more able to support residents’ lifelong learning and professional development.

Enhancing Early Language and Literacy Development: A Data-Driven Approach to Educational Outcomes and Lifelong Learning

This paper explores the multifaceted impact of early language and literacy development on children's cognitive and social-emotional growth, and the role of data-driven instructional strategies in enhancing educational outcomes. Through a detailed review of quantitative studies and academic research, we demonstrate how early linguistic exposure and literacy practices contribute significantly to cognitive abilities, empathetic understanding, emotional regulation, and academic success. Furthermore, we discuss the integration of personalized learning, technology, and continuous assessment as pivotal elements in modern educational frameworks that support diverse learning needs. The discussion extends to the implications of these findings for educational policy and the cultivation of lifelong learners, emphasizing the importance of early interventions and the potential of technological advancements in the field of language and literacy education.