Education Commons^™

Conceptualizing Lifelong Learning For K-12 Education, Betsy Ng

Journal of Research Initiatives

In this era of rapid evolution, education in the twenty-first century must strive to develop students to be lifelong learners. Students should possess goals and life-ready competencies for continuous learning during formal, non-formal, and informal education. Within a globalizing world, lifelong learning skills enable students to manage difficulties and challenges. Lifelong learning for K-12 education may shape our students’ values and behavior, as well as build resilience in the face of challenges ahead. To date, educational research related to lifelong learning across varied contexts of K-12 education is still in its infancy. The present paper contributes to the conceptualization of …

Wicked²: The Increasing Wickedness Of Educational Developers As Dei Cultural Influencers, Lauri Dietz, China M. Jenkins, Laura Cruz, Amber Handy, Rita Kumar, Rita Kumar, Julia Metzger, Ian Norris

To Improve the Academy: A Journal of Educational Development

The global pandemic that began in 2020 amplified the chasm between higher education’s stated goals to advance diversity, equity, and inclusion (DEI) and the systemic realities that many students, instructors, and staff grapple with on a daily basis. We contend that attenuating the barriers to DEI outcomes means first acknowledging that DEI is a wicked problem, in that it is impossible to solve because of competing, conflicting, and complex sociocultural forces from within and outside our institutions. We also contend that educational developers (EDs) are particularly well situated within the higher education ecology to be key cultural influencers in how …

Flourishing Young Adults: Lived Lifelong Learning Experiences Through Civic Participation, Junghwan Kim, Christiana G. Horn, Kasie T. Crall, Lisa B. Friesen

Adult Education Research Conference

This phenomenological study aims to examine the lived learning experiences of eight young adults who participated in two AmeriCorps organizations and how those experiences impacted their civic engagement.

Sharpening The Saw: How To Be A Lifelong Learner While Leading A School, Bob Steffes

Journal of Educational Leadership in Action

School administrators are currently faced with increased responsibilities and expectations as a result of escalating state and federal mandates. As a result, administrators need to learn new skills and acquire additional knowledge in a variety of areas such as curriculum and instruction, data analysis, assessment, and diverse classrooms. Unfortunately, while these demands intensify, budgets are tightening and making it difficult to engage in quality professional development. Finding the time, motivation and finances necessary to be a life-long learner continue to be a challenge. With his Seventh Habit of “Sharpen the Saw,” Stephen Covey (1989) warns of letting our minds atrophy …

The Construct Of Lifelong Learning Imbedded In A Nursing Clinical Course, Teresa R. Hamra, Deb Chanasue, Erica Ciarlo

Journal of Educational Leadership in Action

This article lays out the design for incorporating a clinical project for students to research a clinical issue and evidence-based practice, along with one-on-one student simulation learning experiences in a final semester nursing clinical course. The project intended to introduce students to the concept of lifelong learning. The final semester course in the nursing program provided students the opportunity to synthesize knowledge and skills gained throughout the nursing program and demonstrate their learning through a self-directed research project and their individual performance in individual simulation learning experiences.

Beyond Obligation: Social Workers As Lifelong Learners, Carla Mueller, M. Denise King

Journal of Educational Leadership in Action

The profession of Social Work is dynamic. “Social workers practice in rapidly changing and complex environments where they encounter challenges that include increasing evidence-based practice requirements, a shifting information landscape, and diminishing workplace resources” (Nissen, Pendell, Jivanjee, & Goodluck, 2014). Lifelong learning has long been recognized in the field; indeed, it is incorporated into our professional responsibilities. The National Association of Social Workers (NASW) Code of Ethics states, “social workers should critically examine and keep current with emerging knowledge relevant to social work” (2017, Section 4.01). Social workers are also held accountable by state licensure to participate in ongoing professional …

Lifelong Learning: The Key To Successful Aging, Tina Grosso

Journal of Educational Leadership in Action

The silver tsunami brings new challenges to societies across the globe. At the forefront of this greying population trend is the desire for older adults to lead active and independent lives well into their later-years. As a result, lifelong learning initiatives that promote physical, psychological, and socioeconomic well-being are imperative. In particular, health education programs that assist with the detection, management, and prevention of chronic diseases such as diabetes, are at the forefront of public health discussions. Knowing when to retire, where to access long-term care services, and what to do if there is an Alzheimer’s disease diagnosis are just …

Lifelong Learning Through A Higher Education Lens, Roger Mitch Nasser, Holly Karraker

Journal of Educational Leadership in Action

Higher education administrators and faculty often cite lifelong learning as a central focus. In fact, many institutions include lifelong learning in their student outcomes or mission statements. However, few may actually define what lifelong learning means as a construct. Research has suggested lifelong learning is a skill developed over time (Knapper & Cropley, 2000) which leads to self-directed development in the years following graduation (Candy, 1995). While researchers may agree lifelong learning is a skill, there appears to be a lack of literature explaining how higher education faculty may develop this skill in students. The following discussion will attempt to …

Lifelong Learning Conceptualized From The Lens Of Enhancing Social Inclusion For Teachers, Mary M. Ruettgers

Journal of Educational Leadership in Action

To be effective in the 21st century classroom, educators must be lifelong learners who promote social inclusion (European Civil Society Platform on Lifelong Learning [EUCIS-LLL], 2011). Pre-service teacher candidates must explore and develop social inclusion during teacher development programs to be life-long learners and more effective in the classroom. Therefore it is imperative for teacher preparation programs to provide pre-service teacher candidates with meaningful opportunities to be life-long learners and develop an understanding of and model social inclusion practices in their classrooms. In order to understand the candidate’s initial perception of social inclusion, the researcher will have candidates self-assess at …

Applying An Andragogical Approach To Foster Lifelong Self-Directed Learning In The 21st Century Higher Education Classroom Settings, Suwithida Charungkaittikul, John Henschke

Journal of Educational Leadership in Action

The relationship between adult learning and self-directed learning (SDL) is a topic worth exploring on both theoretical and practical grounds. It is essential to provide a nourishing and encouraging environment for fostering self-directedness in adult learners. This will allow adult students to actively take responsibility for their own continuing lifelong learning. This study aims to explore the practical application of Andragogy as an overarching instructional element for fostering self-directed learning in the higher education classroom setting. We examine the role of self-directed learning in adult education; explore the implementation of the andragogical approach; and propose strategies to foster more sustainable …

When Mind & Body Meet: Lifelong Learning For Flourishing, Rachel Blair

Journal of Educational Leadership in Action

Flourishing is a modern term which, when used in the field of Positive Psychology, communicates positive growth both in oneself and in one’s interactions with the world. Flourishing is the goal of lifelong learning in terms of Positive Psychology. Though there are established models of flourishing, including Martin Seligman’s PERMA theory, none of these theories account for the role of the body in wellbeing. In this paper, the author will explain the reciprocal relationship between the body and the mind, bringing in evidence from multiple disciplines which suggests that full, optimal functioning/flourishing extends beyond mental health and must include physical …

Moral Education And Lifelong Learning: Wisdom As A Developmental Ideal, Stephen A. Sherblom

Journal of Educational Leadership in Action

Moral education is a field with both formal and informal settings and approaches to cultivating, developing, and socializing the moral and ethical dimensions of being human. There is a rich debate occurring about what life-long learning in moral education is meant to produce. I argue that wisdom, as traditionally understood in the wisdom traditions, is a far more expansive and holistic conceptualization than those definitions on offer in the current psychological and social scientific literature on the subject. Traditionally understood, wisdom can help liberate us from the often too narrow constraints of current thinking, enabling an integrative and holistic approach …

Education Leadership Perspectives: Positve Ways, Iwasan D. Kejawa Ed.D

Department of Educational Administration: Faculty Publications

Are outdated traditional education, information technological infrastructure, problematic issues in providing quality leadership education in many of our instittutions today? With this into considerations, are these issues vital in order to stabilize the political and economic embroidery of our institutions or organizations, and its psychological and sociological awareness? What are really to be taught in our institutions to educate the present and the future leaders in the society? It is found that education may be the training of the mind to perform desire functions or to perpetuate the modality of obtaining an end or result. Actually, the accessibility of leadership …

The Gap Between Engineering Education And Postgraduate Preparedness, Abdulla Farah Warsame

Walden Dissertations and Doctoral Studies

Engineering students entering the workforce often struggle to meet the competency expectations of their employers. Guided by constructivist theory, the purpose of this case study was to understand engineers' experiences of engineering education, deficiencies in practical skills, and the self-learning methods they employed to advance their technical and professional competencies. Working engineers were asked about their experiences overcoming practical skill deficiencies and bridging the gap between education and practice. Interviews with 15 chemical, civil, mechanical, and electrical engineers were analyzed by coding for common statements and identifying themes. Firsthand experiences of the participants captured 3 themes: overall perceptions of engineering …

A Reflection On My Challenged Assumptions, Darvesh Karim

Professional Development Centre, Gilgit

No abstract provided.

The Relationship Between Self-Directed Learning And Information Literacy Among Adult Learners In Higher Education, Tiffani Reneau Conner

Doctoral Dissertations

The purpose of this study was to investigate the relationship between self-directed learning and information literacy. Participants completed the Personal Orientation in Self-Directed Learning Scale ([PRO-SDLS], Stockdale, 2003) and the Information Literacy Test ([ILT], James Madison University, 2003). The PRO-SDLS is a self-report scale consisting of 25 statements about self-directed learning preferences in college classrooms. The ILT is a 60-item multiple-choice test that assesses the information literacy skills of college students. Correlation, ANOVA, and multiple regressions were used to test relationships and differences between self-directed learning and information literacy. Despite claims that teaching information literacy creates self-directed learners, composite scores …

Implications To The Traditional Higher Education Model In A Time Of New Economic And Demographic Realities, Phillip Imel

Faculty Publications and Presentations

In the world’s developed countries the tendency is to a decreasing or stagnant, aging population. Traditional higher education has occurred early in life with little retraining in adulthood. The current demographic and economic realities demand a change in the role of traditional higher education as it must be more flexible and portable. Higher education must play a central role in the lifelong learning process as new technologies become available. Changes will occur with or without the approval of the established higher education hierarchy as businesses and governments demand quicker, cheaper, and better delivery methods to the current system. Technology is …

Fiction Writing And Learning For Critical Citizenship:Exploring The Potential Of Reading And Writing Fiction To Foster Democratic Learning Opportunities, Patricia A. Gouthro, Susan M. Holloway, Erin Careless

Adult Education Research Conference

Drawing upon the results of a Social Science and Humanities Research Council of Canada (SSHRC) funded research study, this paper examines connections between lifelong learning, citizenship and fiction writing. Using critical and feminist theoretical perspectives, the paper explores how fiction writing can provide opportunities for adult learning and can address concerns around diversity and inclusion when exploring issues around citizenship.

Competence Development In Fixed-Term Employment, Gesa MüNchhausen

Adult Education Research Conference

A German research project seeks to provide answers on how fixed-term employment affects the development of occupational competences. The objective is to compare the impact of this form of employment on competence acquisition by fixed-term employees and employees in “normal” working relationships from a subjective angle. Criteria for comparison are: scope for activity, task diversity, complexity of work, career opportunities, participation in formal continuing train- ing, social support and integration, decision-making powers, information offer- ings as well as job satisfaction. The project uses qualitative and quantitative re- search methods - that are a guided qualitative survey on the one hand …

Revelations Of Adaptive Technology Hiding In Your Operating System, Kathleen P. King

Kathleen P King

Pre-publication version of a chapter about the assistive technology tools and resources available for free in Windows OS and Mac OS. Introducing higher education faculty to free resources, features and programs which they can recommend to their students or perhaps use for themselves (for instance for fading eyesight or hearing). In addition, the chapter briefly shares strategies and examples of how they might be used. The book will have an entire chapter dedicated to assistive technology as well. This is a popularized assistive technology chapter for generalist, NON special education, faculty to become acquainted with readily available and free resources. …

Revelations Of Adaptive Technology Hiding In Your Operating System, Kathleen P. King

Leadership, Counseling, Adult, Career and Higher Education Faculty Publications

Pre-publication version of a chapter about the assistive technology tools and resources available for free in Windows OS and Mac OS. Introducing higher education faculty to free resources, features and programs which they can recommend to their students or perhaps use for themselves (for instance for fading eyesight or hearing). In addition, the chapter briefly shares strategies and examples of how they might be used.

The book will have an entire chapter dedicated to assistive technology as well. This is a popularized assistive technology chapter for generalist, NON special education, faculty to become acquainted with readily available and free resources. …

Exploring The Teaching Mind: Extending Participation In Lifelong Learning Through Engagement With A Supportive Community, Jeremy Szteiter

Jeremy Szteiter

This paper extends the notion of lifelong learning beyond gaining knowledge over a lifetime to preparing oneself to teach what has been learned to others. The "Teaching Mind," as I define the idea, involves thinking about what has been learned and what one knows by reconsidering that knowledge through the eyes of self as a teacher. The Teaching Mind assumes a broad notion of teaching that relates to informal and community learning across all areas of life and culture, beyond professional teaching in formal schools. The pursuit of the Teaching Mind is highly accessible to all those who wish to …

The History Of Unesco’S Lifelong Learning Policy Discourses: A Enduring Social Democratic Liberalist Project Of Global Educational Development, Moosung Lee, Tom Friedrich

Adult Education Research Conference

This article exposes precisely what ideological influences have been situated as authoritative and as marginal within UNESCO’s lifelong learning policy discourses over time, periodizing those discourses in terms of their political-economic contexts. As such, analysis reveals UNESCO’s continuous commitment to extending social democratic liberalist lifelong learning discourses of global educational development in the interest of global justice.

From The Margins To The Mainstream And Back Again: A Comparison Of Lifelong Learning In South Korea And The United States, In Tak Kwon, Fred M. Schied

Adult Education Research Conference

This paper compares the development of lifelong learning in South Korea and the United States. The paper examines how and why lifelong learning has achieved mainstream status in Korea while remaining on the margins in the US.

Editor's Note, Padraig O'Malley

New England Journal of Public Policy

The editor's note at the beginning of this journal briefly speaks about each article within. The author touches upon learning, the challenges to an education, the effects of the growth of technology, how world politics interfere with economy, and how employment is affected by technology.

D Intellectual Resistance As Impetus For Lifelong Learning For Social Justice, Kristopher Wells

Adult Education Research Conference

This paper employs critical social learning perspectives to investigate the themes of emotional resilience, intellectual resistance, and lifelong learning evident in the experiences of three gay male young adults whom I situate as activist-educators. I discuss how these young adults integrate emotional labour and social learning into resistance work to create counterpublics, which lay challenge to exclusionary heteronormative educational spaces.

Migrant Workers, Grassroots Transnationalism, And Agency In Learning, Romee Lee

Adult Education Research Conference

A new approach to the lifelong learning paradigm is required to include transnational learners. This research shows that migrant workers, who by definition belong to multiple communities, seek learning experiences to sustain and enhance capabilities as contemporary workers. This is the case for why global non-elites form transnational agency with learning priorities.

Towards A New Model Of Work Based Learning In Health And Social Care, Pamela M. Irwin

Adult Education Research Conference

Wenger’s (1998) conception of social participation as a process of learning is the most difficult, yet essential, characteristic of health related work based learning programmes to capture. Informed by a socio-cultural perspective, this integrative model of work based learning applies to any participant at any level in any work context.

Intuiting, Socializing And Playing Around: Women’S Stories Of Informal Learning In The Information Technology Field, Shauna Butterwick, Kaela Jubas, Hong Zhu, Jen Liptrot

Adult Education Research Conference

This report is based on a study of the informal and alternative approaches to learning of women who are working in the rapidly expanding and changing IT field. Using their intuition, borrowing and sharing expertise, and through trial and error, study participants describe essential forms of learning often unacknowledged by both workers and employers