Lifelong Learning Perspective Research Articles

Enhancing teachers' professionalism in Kosovo. The course syllabus policy review from faculty and students' perspectives

The QATEK project is aimed at developing a quality oriented system of initial teacher education to increase teachers' professionalism in Kosovo. This study aims to present and delve into one of the main outputs of the project, namely the course syllabus review process, carried out at partner universities in Kosovo based on the policy document developed in the project. Three focus groups were carried out with faculty members and university students in October 2023. The findings of the study illuminate the transformative impact of elevating professionalism through the course syllabus revision process within teacher education. The study underscores the importance of adopting a lifelong learning perspective for teachers' professional development, positioning the syllabus revision process as a continuous and adaptive journey.

성인에게 필요한 수학 소양에 관한 고찰

In this study, we analyzed the current perception of mathematical literacy among Korean adults and determined their mathematical literacy needs, based on a theoretical review of how the concept of mathematical literacy required for adults has changed. Mathematical literacy, which refers to the mathematical ability currently required, is a concept that integrates mathematical skills, knowledge, and attitudes. Following the theoretical review, it was found that the mathematical literacy provided by lifelong education in Korea falls short of the current requirements for adults. The study revealed that the current mathematical literacy expected of adults involves the application of mathematical skills such as reasoning, modeling, information processing, and communication as well as routine basic arithmetic. Furthermore, adults' perceptions of mathematical literacy closely aligned with the definitions presented by PISA, ALL, and PIAAC. The results of the study suggest the following actions: re-conceptualizing the mathematical skills needed by Korean adults, shifting the perception of mathematics education from a lifelong learning perspective, offering positive mathematical experiences to adults, and identifying areas for further research.

Becoming a Creative Genius

The increasing complexity of society's sustainability issues requires new educational approaches that facilitate transversal skills and competencies suitable for the 21st century. Students must be equipped with discipline-specific expertise or technical skill; but also competencies to collaborate across disciplines in creating innovative solutions to complex problems. This paper explores whether a problem-based learning environment focusing on creativity facilitates transdisciplinary engagement and creative competencies and to what extent this manifests into transdisciplinary career paths and creative mindsets in a life-long learning perspective. An analysis of interviews with graduates from a transdisciplinary program, Creative Genius, at Aalborg University indicates that a pedagogical approach focusing on the embodiment of creative competencies helps prepare students to transition from student to professional and equip them to engage in transdisciplinary and complex problem-solving in industry and society. Based on the results, the paper proposes a model for creative transdisciplinary thinking and suggests a focus on creative self-efficacy as an essential learning outcome in transdisciplinary PBL environments.

The learning process to become a military leader: born, background and lifelong learning

This paper analyzes the leadership learning model used by Spanish military commanders from the lifelong learning methodology. The lifelong learning approach consists of three main perspectives: a personal and professional context and how to achieve self-motivation and remain over time; the formal and informal learning sources, and how all this occurs throughout the individual life. Leadership is a fundamental military trait and should be treated as an ongoing process. This study examines how influences the lifelong learning of the Spanish military leaders from the Army, Navy, and Air Force in their leadership style. The methodology resource used is an online Delphi technique through in-depth interviews as well as the Qualitative Data Analysis & Research Software Atlas.it. This research shows that from a lifelong learning perspective, military leadership is built continuously throughout life and is supported by more informal than formal learning systems. The key findings of this research show that the Spanish military commanders’ leadership comes from an informal approach based on the different opportunities given at the workspace, individual job performance, and family support. From the formal system, the career ladder is supported both at the military academy and following regular training. The results show that a lifelong learning framework prepares Spanish military commanders to manage the highly complex environment in which they are involved.

An Analysis of Online Learner Types Applicable to Lifelong Learning Environments

<p>Based on the perspective of Sustainable Development Goals (SDGs) Quality Education and lifelong learning, it is necessary to respect the learning opportunities and quality for all individuals. Online learning can provide more opportunities for lifelong learning, but due to the significant differences in students’ backgrounds and characteristics, personalized and timely support becomes more crucial. Learning analytics (LA) in online learning environment is a way to facilitate understanding of the potential meaningful information and relationships of students. One of the main functions of LA is to monitor the learning performance and identify potential learning problems early. In this study, 𝑘-means clustering is performed to determine the types of learning in lifelong online learning environments, based on students’ personal traits (background factors), learning behavior paths, and interactive perspectives on learning performance. Moreover, statistical analysis is used to further evaluate the linear correlation coefficients as well as the characteristics of each group of students, who ranged in age from 18 to 73, with a total of 2386 participants from five courses, in the interactive perspective. The result shows a significant correlation between learning performance and persistence across the three learning clusters, with a tendency towards continuous learning, thus providing educators an understanding of the learning behavior characteristics of those types of online learners.</p> <p> </p>

Young children's creativity education in the context of Lithuania: A systematic review

The importance of creativity in addressing a diverse range of issues and the urgency of fostering it through education from a life-long learning perspective have been recognised in strategic and educational policy documents at both European Union and national levels. While recognising the key role of creativity in driving positive change, Lithuania has considerable room for further growth in fostering creativity amongst its citizens. The growing interest of researchers in studying creativity education can make it difficult to remain at the cutting-edge of knowledge. Since creativity is a culturally grounded construct, it is significant to examine the available evidence in a context-specific setting in order to inform future research directions and facilitate comparisons across contexts. The systematic review aims to explore the state of empirical research on creativity education in the Lithuanian context, focusing on young children of early childhood education and care (ECEC) and primary school age. The study involves a systematic search, appraisal, and synthesis of empirical research evidence published in peer-reviewed scientific journals between 2000 and 2022. The review identifies key trends and gaps in the empirical research evidence on the matter and draws recommendations for future research. The studies reviewed (n = 36) tended to focus on young children's creativity education in the arts, the role of the educator in creating a learning environment conducive to creativity development, and the characteristics of such an environment. Limited interest was expressed in creativity education in domains other than the arts, through non-formal educational activities or through the use of state-of-the-art digital tools.

Complex motivations of Japanese medical students to an online medical English course during the COVID-19 pandemic

Background: In response to globalism, many East-Asian countries now include a Medical English course in their undergraduate medical education syllabus. Traditional didactic educational culture is a potential barrier for teaching and learning medical English in East-Asian countries. Online technology-based learning has been recognized as an effective instructional strategy for teaching medical English in the East. The purpose of this study was to explore the relationship between the related attribute factors of students' motivation to learn medical English through an online modality. Methods: Of 134 eligible fourth-year medical students who participated in an online medical English course at a Japanese medical school, 105 were enrolled in this single cohort study. The participants completed pre- and post-course surveys regarding their motivation during the course, including perceived academic control and task value, and their assignment scores. A structural equation model was used to examine the hypothesized relationship of constructs, based on control-value theory. Results: The model showed a good fit for the data (χ 2[df=7] = 1.821, p=0.969, CFI = 1.000, RMSEA < 0.001, SRMR < 0.05, GFI = 0.993, AGFI = 0.980). The latent variables of the perceived course achievement related to the observed variables of academic control and task value scale scores, and negatively predicted willingness for self-study after course completion. In addition, the preference of English as the course language negatively predicted willingness for self-study of medical English. Conclusion: Choice of English as the language of instruction and perceived high course achievement negatively predicted students’ motivation for further English self-study after the class. The importance of incorporating the perspective of lifelong learning into the teaching of medical English was recognized.

Continuous/lifelong learning and educational infrastructure: urban study


 
 
 
 In this article, we refer to lifelong learning infrastructure, as can be oberved and accessed by the subjects of this study near their home/location, in accordance with the recommendations of the Memo- randum on Lifelong Learning.1In order to estimate the accessibility and access to education and lifelong learning, we conducted a case study on a street in Chisinau. We note that in the Republic of Moldova, the processes of educa- tion reform through modernization have focused mainly on intellectual aspects (curriculum, teacher training, textbook reform), while “material”/infrastructure aspects (training environment and means of education) were given less attention, citing lack of financial means or division of responsibility between authorities at different levels.
 In this context, we note that in 2020, Chisinau, along with 54 other cities in 27 countries around the world, joined the UNESCO Global Network of “Learning Cities”. Selected cities are outstanding examples of locations where lifelong learning can become a local reality. We analyze development strategies at different levels in order to pursue the objectives related to ensuring quality education from the perspective of lifelong learning.
 
 
 

Validation of the competences for the 21st-century skill scale in higher education students

In a global society, the importance of knowledge and assessment of transversal competences emerges to cope with the challenges of contemporary society, from a perspective of development and lifelong learning. Therefore, it is a priority to use assessment tools adapted to different cultures. The main objective of this study is to validate the instrument ‘Multidimensional 21st Century Skills Scale’ for the Portuguese population. The sample was composed of 413 participants of both genders, with a mean age of 24.30 years (standard deviation = 8.69), aged between 18 and 64 years, attending Higher and Vocational Education. The translation and back-translation of the instrument were carried out by experts (researchers and university professors in the areas of psychology, management, and entrepreneurship). The final version of the scale was composed of 30 items and the exploratory analysis identified three dimensions: Knowledge and Entrepreneurial Skills, Career Awareness and Innovation, and Critical Thinking and Problem Solving. These factors were validated by confirmatory analysis. The authors suggest that the difference found in relation to the original version is related to cultural reasons, the age range of the respondents, as well as their academic level.               Keywords: 21st century, skill scale, entrepreneurial skills, higher education innovation

The future of public health education: the post Covid-19 era.

The Covid-19 pandemic revealed once again the unsustainable social inequities that resulted in a disproportionate number of illnesses and deaths among different social groups. Public health must take its leading role in public policy to advance the social determinants that affect the health and well-being of populations. Public policy and the workforce must continue to prioritize population's wellbeing and health equity by challenging the status quo. Thus, it is a pressing necessity to evolve and transform public health education by developing and integrating the culture of agile change, embracing structural transformations and shifting to a lifelong learning approach. The paradigm shift in public health education should emphasize interprofessional and intersectoral approaches, the development of human and social competencies, a lifelong learning perspective and the implementation of new pedagogical and technological strategies. A holistic curricular approach which highlights the importance of public policy and the right to health and social justice should also be emphasized. This transformation must occur taking into account/considering faculty development, investment in technology, flexibility for accreditation, and collaboration with employers in various sectors. Public health education must evolve in order to remain relevant and adequately prepare and equip the leaders and practitioners that the world requires. The current crisis is an opportunity to renew and redefine public health education.

The enhancement of self-directedness in the studies of English books for specific purposes: an analysis of ESP study books

Aim. It has been acknowledged by research that self-directedness proves to be fundamental in learning processes. Despite the fact that self-directedness is vital in the perspective of lifelong learning, there is an insufficient amount of known research that focuses on enhancing self-directedness in the studies of English for Specific Purposes (ESP). In order to expand the body of knowledge in this field, the aim of this work is to establish the types of tasks used in ESP study books which contribute to learners’ self-directedness. Methods. The study employs the methods of relevant literature analysis and comparative analysis of three ESP study books published by Oxford University Press, Pearson Education Limited and Macmillan, which are designed for the intermediate and upper-intermediate students of Business English. Results and conclusion. The comparison shows that the analysed ESP study books contribute to the enhancement of self-directedness through a communicative type of tasks (reading, vocabulary building, speaking, listening activities), which correlates with the categories of Remembering, Understanding, Applying, Analysing, Evaluating, and Creating of Bloom’s Revised Taxonomy by Lorin Anderson and David Krathwohl (2001). Thus, the findings allow to conclude that reading, vocabulary building, speaking, and listening tasks provided in the three ESP study books are designed to develop not only learners’ linguistic competences, but also their self-directedness. Cognitive value. Understanding the types of tasks that encourage learners to transition from low-order thinking skills to high-order thinking skills, which enables them to self-direct their learning, may be of fundamental importance in the studies of English for Specific Purposes.

Continuous Multi-View Human Action Recognition

Human action recognition which recognizes human actions in a video is a fundamental task in computer vision field. Although multiple existing methods with single-view or multi-view have been presented for human action recognition, these recognition approaches cannot be extended into new action recognition or action classification tasks, as well as discover underlying correlations among different views. To tackle the above problem, this paper proposes a new lifelong multi-view subspace learning framework for continuous human action recognition, which could exploit the complementary information amongst different views from a lifelong learning perspective. More specifically, a set of view-specific libraries is established to gradually store the useful information within multiple views. As a new action recognition task comes, we decompose the model parameters into a set of embedded parameters over view-specific libraries. A latent representation subspace is constructed via encouraging it to be close to different view-specific libraries, which can leverage the high-order correlations among different views and further avoid partial information for action recognition task. Meanwhile, we propose to employ an alternating direction strategy to optimize our proposed method. Empirical studies on real-world multi-view action recognition datasets have shown that our proposed framework attains the superior recognition performance and saves the computational time when continually learning new action recognition tasks.

Lifelong education trajectories and futures in Ghana: issues of policy, ideology and practice

ABSTRACT This paper examined lifelong education and learning trajectories and issues of policy, ideology and practice that have underpinned the implementation of adult literacy and adult learning education strategies within a lifelong learning perspective in Ghana. Using documentary analysis, the paper noted that although the concept of lifelong education/learning has been used in some national development documents and educational policies, Ghana has no national policy on lifelong learning. The paper found that multilateral and bilateral organisations have influenced the direction and strategies captured in the national development documents and educational policies. The paper found that recommendations from International Conferences on Adult Education have often had very little influence on these national policy texts. For Ghana to be able to provide opportunities for lifelong learning for all there is the need for a vision of lifelong learning that is situated in the present and looks into the future. Ghana must work towards building a culture of lifelong learning. Policymakers need to understand that lifelong learning cannot be achieved when there are no clear-cut policies on adult literacy and adult learning and education, which are all critical components of lifelong learning. The learning needs of the youth and adults have to be given recognition in national development documents and educational policies.

Complex motivations of Japanese medical students to an online medical English course during the COVID-19 pandemic.

Background: In response to globalism, many East-Asian countries now include a Medical English course in their undergraduate medical education syllabus. The purpose of this study was to explore the relationship between the related attribute factors of students' motivation to learn medical English through an online modality. Methods: Of 134 eligible fourth-year medical students who participated in an Online Medical English course at a Japanese medical school, 105 were enrolled in this single cohort study. The participants completed pre- and post-course surveys regarding their motivation during the course, including perceived academic control and task value, and their assignment scores. A structural equation model was used to examine the hypothesized relationship of constructs, based on control-value theory. Results: The model showed a good fit for the data (χ 2[df=7] = 1.821, p=0.969, CFI = 1.000, RMSEA < 0.001, SRMR < 0.05, GFI = 0.993, AGFI = 0.980). The latent variables of the perceived course achievement related to the observed variables of academic control and task value scale scores, and negatively predicted willingness for self-study after course completion. In addition, the preference of English as the course language negatively predicted willingness for self-study of medical English. Conclusion: Choice of English as the language of instruction and perceived high course achievement negatively predicted students' motivation for further English self-study after the class. The importance of incorporating the perspective of lifelong learning into the teaching of medical English was recognized.

Rethinking literacy from a lifelong learning perspective in the context of the Sustainable Development Goals and the International Conference on Adult Education.

Despite general agreement that a 21st-century learning society must also be a literate society, there is still a long way to go to achieve a broad consensus on how to achieve this within an explicit lifelong learning vision. The Seventh International Conference on Adult Education (CONFINTEA VII – June 2022) is an excellent opportunity to rethink literacy from a lifelong learning perspective in order to fully tap its transformative potential in the achievement of the United Nations Sustainable Development Goals (SDGs). By using a theoretical framework of lifelong literacy, this article analyses the main challenges associated with applying the lifelong learning principle to literacy, in particular in the context of aligning CONFINTEA’s review and improvement of adult learning and education (ALE) strategies with SDG processes. The authors demonstrate that a limited understanding of literacy as part of lifelong learning still prevails, and that literacy promotion suffers from ambiguity and dissonances. They also provide analyses of literacy policies, strategies and programmes that have been successful in adopting a lifelong learning approach, drawing out some important lessons on how this can be achieved. In particular, the authors argue, more attention needs to be paid to the demand side of a literate environment and to motivation, enabling continuity of learning by making literacy part of people’s broader learning purposes. To contribute to the ongoing discussion on reframing literacy from a lifelong learning perspective in the context of the 2030 Agenda for Sustainable Development and the potential development of a new “framework for action” during CONFINTEA VII, this article offers three fundamental considerations that should inform policy and strategic planning with regard to conceptual orientation, programmatic responses and institutional connections.

An Exploratory Study on the Meaning of Death in the Perspective of Lifelong Learning Viewed through the Reflective Lived Experiences of Funeral Directors

‘평생’이라는 삶의 여정은 한 사람이 보내야 하는 배움의 궤적으로, 전 생애에 걸쳐 이루어지는 다양한 경험과 성찰의 연속으로 이루어져 있다. 그 삶의 궤적 안에 우리는 존재론적으로 태어남과 동시에 ‘죽음’을 향해 나아가는 것이다. 본 연구는 장례지도사의 경험과 성찰이 평생학습적으로 어떤 의미를 가지는지를 탐구하였다. 장례지도사인 연구참여자들은 주검의 처리를 통하여 삶과 죽음의 ‘경계넘기’ 모습을 발견하였다. ‘삶’과 ‘죽음’은 하나라는 관점에서 ‘시간의 경계넘기’와 사회의 횡적(Lifewide)으로의 학습연계로서의 경계를 넘는 ‘공간의 경계넘기’, 고인과 관계맺기를 했던 지인들을 바라보면서 ‘관계의 경계넘기’를 하는 모습을 발견하였다. 그리고 ‘삶’과 ‘죽음’에 대한 사유로부터 실존적인 의미를 탐구하였다. 죽음을 맞이하는 그 순간까지 삶의 완성을 위한 평생교육적 의미를 발견하게 된다. 삶을 통해 살아나가는 법을 알아나가고(Learning to know), ‘차이’나는 삶의 실천들의 반복(Learning to do)을 통해 삶의 궤적을 그려낸다. ‘삶’은 더불어 함께 살아가기 위한 과정(Learning to live together)에 놓여있으며, 삶과 죽음에 대한 사유로부터 나 자신의 실존(existence)적 의미를 탐구(Learning to be)하게 된다. 자기존재 탐구의 완성을 위해서는 ‘존재하기 위한 학습’의 단계 전에 죽음(죽어감)을 위한 학습(Learning to die/dying)이 먼저 선행이 되어야 할 것이다. 삶을 잘 마무리하고, 죽음을 잘 준비하는 것은 평생교육이 지향하는 삶의 중요한 과제이므로 ‘주검’과 ‘죽음’ 사이에서 ‘삶’을 바라보면서 성찰해 나가고, 그 성찰을 통해 새로운 ‘삶’으로의 학습과 실천이 필요함을 제시한다.

Exploration of experiences with middle-aged women’s sewing activities from lifelong learning perspective

It is a phenomenological study how the middle-aged women’s experiences with sewing activities influence their lives. The study participants are middle-aged women in their 50s who have constantly participated in their sewing activities since their first registration for sewing program in a local lifelong learning center. They took part in their sewing activities with various purposes and motivations (good memories in childhood, accidental opportunities, leisure, and economic reasons) and discovered their talent for sewing. However, while recognizing social prejudice, they continued their sewing activities and experienced healing, achievement, and a sense of happiness through immersion in the process. Sewing activities served as a useful medium in the field of sharing and serving the local community. The research participants made self-directed and passionate challenges and efforts for self-realization. They expressed their aspirations and expectations that they would not stop sewing for the rest of their lives, aiming for happiness in their middle-aged lives and future lives that are on a continuum. On the basis of the participants' sewing experiences, a human network that interacts with others through reciprocal camaraderie was acting as a driving force. In the study results, it was confirmed that needlework is the middle-aged women' lives themselves and a driving force to lead their lives positively. This study is meaningful to explore the middle-aged women’s sewing experiences trivially treated from lifelong learning perspective.

Introducing society

Public libraries have a societal duty to promote the peaceful coexistence between population and are therefore involved in integration work. However, the question is whether the integration perspective is suitable for addressing current issues or if other perspectives are more adequate. To study this, I conducted a literature review of published articles on Scandinavian public libraries’ integration work, six semi-structured interviews with male asylum seekers and an email interview with the chief operations officer at three asylum reception centres in Denmark. Using a lifelong learning perspective, I was able to consider the six asylum seekers’ experiences with integration in new ways. It became evident how integration is an ambiguous concept, and how the integration process does not constitute temporary phases but rather initiates lifelong learning processes, just like the activities native Danes conducts in their efforts to handle their lives in late modernity. The lifelong learning perspective probably cannot replace the integration perspective, but it may help us understand which activities are appropriate for public libraries to engage in. The public libraries’ task is not to assimilate, but to promote new citizens’ opportunities for peaceful coexistence by facilitating people’s participation in society.

MUSICOVID-19: When the world paused but singing continued

The COVID-19 pandemic was unexpected and changed most aspects of our lives in a very short period; it led to surprising and unexpected experiences and changes for most people. To cope with these changes and hardship, Italians turned to songs as a medium of emotional and communicative expression. The songs that resounded from the windows, balconies, and homes of families came from the past and the present, connecting generations and serving as a medium to strengthen people’s individual and collective resilience. This study offers a reflection of qualitative research using a phenomenological approach on the impact of the COVID-19 pandemic on the practical musical experience of local communities from a Transformative, Lifelong, and Intergenerational Learning perspective. Purposeful sampling for this study was conducted through invitations to choral- and music associations for families to volunteer to participate in the study. Of the more than 30 families who volunteered, 82 individuals from 15 families in the provinces of Emilia Romagna (n=50) and South Tyrol (n=32), Italy, best met the sampling criteria. The methodology relied on semi-structured interviews as a research tool, accompanied by a thematic analysis of the narratives according to the aforementioned perspectives. The results show that participants used communal singing and music-making as important forms of helping, caring and sharing. This demonstrates the positive role of shared music-making and singing in improving wellbeing and promoting various forms of learning during social isolation COVID-19.

UN’ESPERIENZA DI TEAM BASED LEARNING NELLA MEDICAL EDUCATION AI TEMPI DEL COVID-19: UNA SPERIMENTAZIONE DIGITALE

In recent decades, Medical Education has undergone several radical changes. Moreover, the changes currently due to the Covid-19 emergency must be added. This paper aims to share the results of a teaching innovation in medical education based on Team-Based Learning (TBL), which was implemented within an elective course in the Master's Degree Course in Medicine and Surgery. The results of the mixed method evaluative research led to identify interpretative elements concerning the students’ engagement, their outcomes, and their perceptions about the teaching approach. The TBL, if introduced progressively and implemented with appropriate scaffolding actions through the exploitation of the potential of educational technologies, can lead to positive results. It can indeed facilitate a greater involvement of the students and the mobilization of the knowledge autonomously acquired in order to face tasks with increasing cognitive complexity, as well as an empowerment process of the learning to learn skill in the perspective of lifelong learning.