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Thematische Bibliographien / Lifelong learning practices / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Lifelong learning practices“

Autor: Grafiati

Veröffentlicht am 7. Juni 2025

Zuletzt aktualisiert am 2. August 2025

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1

Ang, Chooi-Leng, Lip Sam Thi, Padmini Pillai, Hamzah Haji Abdul Rahman, and Sobri Don. "Conceptualising Lifelong Learning: The Case of Lifelong Learning Practices at Universiti Utara Malaysia." Journal of the World Universities Forum 2, no. 2 (2009): 39–48. http://dx.doi.org/10.18848/1835-2030/cgp/v02i02/56574.

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Jallade, Jean-Pierre, and Jose-Gines Mora. "Lifelong Learning: international injunctions and university practices." European Journal of Education 36, no. 3 (2001): 361–77. http://dx.doi.org/10.1111/1467-3435.00074.

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McGray, Robert. "The concepts and practices of lifelong learning." Studies in Continuing Education 31, no. 3 (2009): 317–18. http://dx.doi.org/10.1080/01580370903282427.

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4

Edwards, Richard. "Mobilizing lifelong learning: governmentality in educational practices." Journal of Education Policy 17, no. 3 (2002): 353–65. http://dx.doi.org/10.1080/02680930210127603.

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Phan, Thi Kim Thao. "Revisiting Lifelong Learning and Its Practices in Vietnam." International Journal of TESOL & Education 3, no. 1 (2022): 47–63. http://dx.doi.org/10.54855/ijte.23314.

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Education is an indispensable sector for a country's sustainable development. To maintain its continuity, government-based policies and related stakeholders in learning need to be considered to promote lifelong learning. This narrative literature review addresses international concepts of lifelong learning in Europe and how it has been implemented in Vietnam. The findings indicated that Vietnam faced more challenges than other developed countries, and some factors impacted LLL in Vietnam, such as legal frameworks, facilities, foreign language literacy, etc. The review also provided discussions

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Mohd, Ros Faizah, Hafizhah Zulkifli, and Mohd Isa Hamzah. "Lifelong learning practices of primary school teachers: a systematic literature review." International Journal of Evaluation and Research in Education (IJERE) 13, no. 6 (2024): 3872–83. https://doi.org/10.11591/ijere.v13i6.29597.

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The practice of lifelong learning among teachers involves continuous efforts to enhance their knowledge, skills, and competencies through various activities. Previous studies have explored different practices such as reading, collaboration, participation in courses, culturalizing learning, conducting research, and digital learning. However, there is a lack of systematic reviews of these practices. This an article aims to fill this gap by conducting a systematic review of lifelong learning practices among primary school teachers for 5 years since 2019 until 2023. The study integrates various re

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Huang, Jian, and Weiping Shi. "Policies and practices of lifelong learning in China." International Journal of Lifelong Education 27, no. 5 (2008): 499–508. http://dx.doi.org/10.1080/02601370802051603.

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Larrotta, Clarena. "Best practices teaching ESL: A lifelong learning approach." New Directions for Adult and Continuing Education 2022, no. 175-176 (2022): 5–7. http://dx.doi.org/10.1002/ace.20463.

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9

Lee, Chei Sian, Rachel Qing Yu Yeo, Dion Hoe‐Lian Goh, Rebecca P. Ang, and Betsy Ng. "A Transitional Approach to Examine the Influences of Information Practices on Lifelong Learning." Proceedings of the Association for Information Science and Technology 61, no. 1 (2024): 541–46. http://dx.doi.org/10.1002/pra2.1055.

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ABSTRACTLifelong learning involves and engages learners at all stages of education and life. In particular, learning transitions, which represent phases when students advance to the next stage of an educational setting, are significant as they may trigger learning and development for lifelong learning. Research suggests that the learning transition process provides an opportunity to develop learning abilities that have long‐term consequences, including lifelong learning. The notion of information practices is thus applicable to examine the development of these abilities, as information practic

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Korshunov, I. A., N. N. Shirkova, E. S. Szhenov, I. A. Efremov, and G. A. Chakhoyan. "Management Practices and Effectiveness of Universities at Lifelong Learning Realization." Vysshee Obrazovanie v Rossii = Higher Education in Russia 32, no. 1 (2023): 9–34. http://dx.doi.org/10.31992/0869-3617-2023-32-1-9-34.

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The article is devoted to the consideration of organizational mechanisms and practices. They contribute to increasing the role of higher education organizations in the implementation of lifelong learning programs and ensure the financial stability of organizations. Within the frame of the article, the data of the “New Opportunities for Everyone” federal project realization collected during a survey of university leaders were analyzed. Heads of lifelong learning programmes departments of 51 universities, realized the federal project, have been participating in the survey, as well as over 15.3 t

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Kim, Jin Hwa, and Jeong Eui Park. "An Exploration and Classification of the Generative Concepts of Lifelong Education Practice Elements." Korean Society for the Study of Lifelong Education 30, no. 2 (2024): 181–207. http://dx.doi.org/10.52758/kssle.2024.30.2.181.

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The purpose of this study is to derive and categorize the practical elements of lifelong education and to explain and discuss the conceptual meaning of each element. The derived 7 elements of lifelong education practice can give the following exploratory meaning: First, the subject of practice should pay attention to the fact that citizens are involved in various practices as new subjects of lifelong education. Second, the area of practice is spreading from the short-distance living base to the community, universities, local governments, etc. Third, the subjects of practice include voluntary l

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Cha, Na. "Policies and Practices of Teachers' Professional Development from a Lifelong Learning Perspective." Journal of Education, Humanities, and Social Research 2, no. 3 (2025): 1–9. https://doi.org/10.71222/ckcxgy69.

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Teachers are key practitioners in unlocking the potential of each learner and achieving inclusive and equitable quality education. According to the 2023 Global Teacher Report, there remains a global shortage of teachers, which threatens the future of education. In order to ensure both the quantity and quality of the teaching workforce, it is necessary to reexamine teachers' professional development from the perspective of lifelong learning, strengthening their dual role as lifelong learners and leaders of lifelong learning. This will help establish a new social contract for the teaching profes

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Khuc, Phan Thi Tra. "Critical theory and the implementation of lifelong learning in Vietnam." SOCIAL SCIENCES 9, no. 2 (2020): 17–30. http://dx.doi.org/10.46223/hcmcoujs.soci.en.9.2.258.2019.

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Lifelong learning is the continuous acquisition of knowledge and skills which occurs throughout life with an emphasis on the full development of personality. Despite the increasing interest of Vietnamese policy makers in promoting lifelong learning, the implementation of lifelong learning at universities is still limited. This research delineated and critiqued the policies and the current practices of lifelong learning at the college level of the Ministry of Education and Training in Vietnam (MOET) under the perspective of critical theory. From the discussion of the policies and practices that

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Elif, Betul Erguvan. "Investigation of Lecturers' Perceptions on Lifelong Learning (A Case of HEIs in Tbilisi)." Global Journal of Arts Humanity and Social Sciences 4, no. 3 (2024): 224–32. https://doi.org/10.5281/zenodo.10829155.

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<em>Lifelong learning is a significant concept to be established in higher education institutions due to the globalized world and its requirements. Even though the concept is not new to the field of education, there are still quandaries confronted in the realization of the notion in educational organizations. In this mixed methodology study, the perceptions of lecturers towards lifelong learning are explored and identified by utilizing a survey with open and closed questions. Lack of consensus on the perception of lifelong learning serves as one of the challenges that prevents the integration

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Gryshchenko, Oksana, Michael Murphy, and V. Voloshyna-Narozhna. "EUDAIMONIA AND LIFELONG LEARNING MOTIVATION." Grail of Science, no. 32 (October 26, 2023): 333–42. http://dx.doi.org/10.36074/grail-of-science.13.10.2023.063.

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Lifelong learning is a self-driven endeavor for knowledge, intricately entwined with personal development. This concept embraces all learning spectra, including informal and non-formal modalities, thereby catalyzing cognitive and emotional development, resilience, and well-being. Motivation responds to adaptive strategies amidst life's hurdles. Self-regulation, which encapsulates strategic goal-setting and intrinsic motivation, is pivotal in steering perpetual growth. Interweaving learning and self-regulation create a pathway towards an enriched existence, epitomizing the quintessence of eudai

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Kokosalakis, Nikos. "Lifelong Learning in Greek Universities: policies, practices and prospects." European Journal of Education 36, no. 3 (2001): 329–39. http://dx.doi.org/10.1111/1467-3435.00071.

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Clarke, Jillian L. "Portfolios and practices for lifelong learning in ultrasound education." Ultrasound in Medicine & Biology 45 (2019): S73. http://dx.doi.org/10.1016/j.ultrasmedbio.2019.07.654.

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Mohd, Ros Faizah, Hafizhah Zulkifli, and Mohd Isa Hamzah. "Lifelong learning practices of primary school teachers: a systematic literature review." International Journal of Evaluation and Research in Education (IJERE) 13, no. 6 (2024): 3872. http://dx.doi.org/10.11591/ijere.v13i6.29597.

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<span>The practice of lifelong learning among teachers involves continuous efforts to enhance their knowledge, skills, and competencies through various activities. Previous studies have explored different practices such as reading, collaboration, participation in courses, culturalizing learning, conducting research, and digital learning. However, there is a lack of systematic reviews of these practices. This an article aims to fill this gap by conducting a systematic review of lifelong learning practices among primary school teachers for 5 years since 2019 until 2023. The study integrate

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Cendon, Eva. "Lifelong Learning at Universities: Future Perspectives for Teaching and Learning." Journal of New Approaches in Educational Research 7, no. 2 (2018): 81–87. http://dx.doi.org/10.7821/naer.2018.7.320.

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This paper examines practices of teaching and learning in the era of digitalization. More specifically, it addresses practices of teaching and learning for students with professional experience who work alongside their studies. Based on the assumption that digitalization is a means of allowing more open and flexible pathways for teaching and learning in higher education, the paper focusses on the perspectives and perceptions of both students and teachers in digital supported teaching and learning environments as forms of blended learning. It brings together findings from two qualitative empiri

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Brougère, Gilles. "Learning the practice, learning from the practice: tourist practices and lifelong education." International Journal of Lifelong Education 32, no. 1 (2013): 93–106. http://dx.doi.org/10.1080/02601370.2012.734482.

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박정의 and Kim Jin Hwa. "Empirical Study on Lifelong Learning Practices of Lifelong Learners and Analysis of the influenced variables." Journal ofAgricultural Education and Human Resource Development 48, no. 1 (2016): 71–95. http://dx.doi.org/10.23840/agehrd.2016.48.1.71.

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Titmus, Colin. "Concepts and practices of education and adult education: obstacles to lifelong education and lifelong learning?" International Journal of Lifelong Education 18, no. 5 (1999): 343–54. http://dx.doi.org/10.1080/026013799293595.

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Eason, Toni. "Lifelong Learning: Fostering a Culture of Curiosity." Creative Nursing 16, no. 4 (2010): 155–59. http://dx.doi.org/10.1891/1078-4535.16.4.155.

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Lifelong learning contributes to the development of knowledge and skill in nursing. A focus on continuous learning is necessary to remain current on trends, practices, and the newest treatments in the field of nursing. Creation of a culture where educational growth is supported and promoted is vital to advancement of the nursing profession. Nurses’ satisfaction with their professional role can be further enhanced by demonstrated expertise through lifelong learning. Expertise in nursing is solidly founded on evidence-based practice. Research, education, and experience in nursing practice are li

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Wildemeersch, Danny. "The Confessing Society: Foucault, confession and practices of lifelong learning." International Journal of Lifelong Education 33, no. 1 (2014): 107–11. http://dx.doi.org/10.1080/02601370.2013.854451.

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Coldwell, David A. L. "The confessing society: Foucault, confession and practices of lifelong learning." International Review of Education 60, no. 2 (2014): 303–5. http://dx.doi.org/10.1007/s11159-014-9415-3.

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Cummins, Phyllis, and Suzanne Kunkel. "A Global Examination of Policies and Practices for Lifelong Learning." New Horizons in Adult Education and Human Resource Development 27, no. 3 (2015): 3–17. http://dx.doi.org/10.1002/nha3.20107.

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Talmage, Craig A., Robert Jack Hansen, Richard C. Knopf, Steven P. Thaxton, Riley McTague, and David Bennett Moore. "Unleashing the Value of Lifelong Learning Institutes: Research and Practice Insights From a National Survey of Osher Lifelong Learning Institutes." Adult Education Quarterly 69, no. 3 (2019): 184–206. http://dx.doi.org/10.1177/0741713619834651.

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Lifelong learning as a field has leapt forward, but work remains to inform the structuring and practice of lifelong learning institutes. This study furthers the field of institution-based lifelong learning by utilizing cross-institutional research regarding the value of lifelong learning to older adults. A content analysis coding approach is undertaken to categorize and organize 4,400 lifelong learners’ responses to the question: “What about your Osher Institute has been valuable/important to you?” Responses came from 12 institutes across the United States. The organization and interpretation

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Pathak, Atul Arun. "Enabling lifelong learning: the key to agility at ThoughtWorks India." Human Resource Management International Digest 25, no. 1 (2017): 4–6. http://dx.doi.org/10.1108/hrmid-07-2016-0108.

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Purpose The paper aims to describe the innovative learning culture, practices and processes at ThoughtWorks India (TWI), a software application development company in India. These practices support continual learning and development at the level of employees, project teams and the entire organization. Design/methodology/approach The paper draws upon the unique case of TWI. It describes the need for continual learning at TWI. It then describes how the organization has promoted a culture of continual learning on an individual, team and organizational level. It explains how the learning practices

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Fraga, Nuno, Gorete Pereira, and Glória Gonçalves. "A Educação de Adultos nos espaços pedagógicos da Intervenção Comunitária." education policy analysis archives 27 (May 13, 2019): 50. http://dx.doi.org/10.14507/epaa.27.4335.

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This paper aims to problematize adult education in non-formal learning environments. An analysis of the policies of adult education and training in Portugal is presented, highlighting at local level the potential for personal, social and emancipation intervention practices developed in Community Intervention contexts and associated to the dimension of Lifelong Learning. The participatory action research methodology (IAP) is framed as a route of planning and development of intervention practices. Through the analysis of content to nine projects of Community Intervention between 2014 and 2017, i

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Poghosyan, G. S., A. M. Gasparyan, and E. V. Amiryan. "LIFE LONG LEARNING PROCESS TO REFORM THE THEORIES AND PRACTICES OF EDUCATION SECTOR IN THE COUNTRY." Modern Psychology 5, no. 1(10) (2022): 99–106. http://dx.doi.org/10.46991/sbmp/2022.5.1.099.

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This article analyzes the theoretical foundations of lifelong learning as opportunities for a person to live and flourish in a democratic society. Continuous learning, according to the existing concept, implies that a person needs to constantly keep learning, update the acquired knowledge, skills and abilities. It should be implemented throughout life not only by means of natural communication, life experience, but also through the realization of variety conscious educational opportunities via formal, non- form and informal education. In the article, determinations, standards and objectives of

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Dabija, Dan-Cristian, Ioana-Nicoleta Abrudan, and Cătălin Postelnicu. "Teachers’ Motivations and Expectations Regarding Lifelong Learning." Studia Universitatis Babe-Bolyai Oeconomica 61, no. 3 (2016): 32–42. http://dx.doi.org/10.1515/subboec-2016-0003.

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Abstract The global contemporary economic and social context, in constant change, makes the learning process undergo constant structural changes with profound implications. These transformations also influence practices, principles and methods used in the field of learning and teaching. The present research is focused on the motivations and expectations of teachers regarding lifelong learning. Their main motivator is to improve teaching tools, techniques and methods. The study population consists of educators who teach the national language and literature (Romanian) to national minorities (Hun

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Kim, In-sook, Ji-hee Yang, and Sang Seub Lee. "A Study on the Revitalization of Lifelong Learning City after the COVID-19 Endemic." Korea Association of Education Consulting and Coaching 7, no. 2 (2023): 63–87. http://dx.doi.org/10.31137/ecc.2023.7.2.63.

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The purpose of this study is to present measures to revitalize lifelong learning cities through analysis of the status of lifelong learning cities after the COVID-19 pandemic. The result of study are as follows. First, as a result of analyzing the basic status of lifelong learning cities, comprehensive development plans and mid- to long-term development plans were operated systematically, but global governance and network construction were analyzed to be insufficient. Second, as a result of analyzing the operation status of lifelong learning cities, various online and offline programs we

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Neycheva, Mariya. "Organizational Culture and Continuing Education and Training." Strategies for Policy in Science and Education-Strategii na Obrazovatelnata i Nauchnata Politika 32, no. 4s (2024): 50–62. http://dx.doi.org/10.53656/str2024-4s-5-org.

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In today’s economies, lifelong learning has emerged as a crucial driver of economic and social development and growth. However, Bulgaria lags behind other European nations in terms of participation in lifelong learning initiatives. This article delves into the factors that influence continuing education. A field study, involving over one hundred Bulgarian enterprises, revealed that organizational culture plays a pivotal role in shaping corporate investment decisions. Companies that prioritize human capital accumulation through strategic human resource development strategies and practices, and

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Raffaghelli, Juliana E. "Teachers' self and the lifelong learning transitions through networked learning experiences." Proceedings of the International Conference on Networked Learning 8 (April 2, 2012): 236–43. http://dx.doi.org/10.54337/nlc.v8.9093.

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The preparation of quality teachers, as important factor affecting student performance (Rivkin, Hanushek, Kain, 2005), gains attention within the ET 2020 strategy (European Commission, 2010), highlighting the complex role of teachers as mediators/facilitators within a changing educational system that aims to respond to a rapidly evolving world. Appropriated teachers' education should mix activities that promote formal and non-formal/informal learning, through social interaction, as part of a context of professional development (Villegas-Reimers, 2003; OCDE-TALIS, 2010; Margiotta, 2007); this h

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Nchaga, Asuma Mariita. "Promoting Lifelong Learning in Arts and Health." RESEARCH INVENTION JOURNAL OF RESEARCH IN EDUCATION 4, no. 3 (2024): 55–58. http://dx.doi.org/10.59298/rijre/2024/435558.

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This paper examines the intersection of lifelong learning with the arts and health, focusing on how continuous education in these areas’ benefits individuals and society. Lifelong learning in arts and health not only promotes personal development and professional growth but also fosters well-being, emotional resilience, and social connectivity. The arts can be a critical tool in health care, improving mental health outcomes and fostering creativity among practitioners. Despite these benefits, barriers such as funding, time constraints, and lack of resources hinder the integration of arts into

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WALASIK, Marzena, and Larysa PETRENKO. "DEVELOPMENT OF DIGITAL COMPETENCE OF CITIZENS FOR LIFELONG LEARNING." Bulletin of Taras Shevchenko National University of Kyiv. Social work, no. 9 (2023): 85–89. http://dx.doi.org/10.17721/2616-7786.2023/9-1/14.

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Background. The conceptual foundations of the development of digital competence for lifelong learning and the analysis of its regulatory and legal regulation have been clarified; identification of educational practices that most effectively satisfy the social and educational needs of citizens for the development of digital competence in the system of informal education. The purpose of the article is to define educational practices for the development of citizens' digital competence. It was found that the development of digital competence of citizens is based on the idea of competence; a trend

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AlAli, Rommel, and Yousef Wardat. "Innovative Teaching: Building Engagement, Critical Thinking, and Lifelong Learning Skills." International Journal of Religion 5, no. 10 (2024): 2152–63. http://dx.doi.org/10.61707/fdpxd919.

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This study delves into the crucial elements of teaching and learning that foster student engagement, critical thinking, and lifelong learning skills. A comprehensive review of existing research uncovers the profound impact of active learning techniques, inquiry-based learning, self-directed learning, and effective assessment practices on these educational outcomes. The findings underscore the transformative role of active learning and technology-enhanced environments in enhancing student engagement. At the same time, inquiry-based and collaborative activities are shown to be instrumental in de

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Grace, André P. "Lifelong Learning Chic in the Modern Practice of Adult Education: Historical and Contemporary Perspectives." Journal of Adult and Continuing Education 11, no. 1 (2005): 62–79. http://dx.doi.org/10.7227/jace.11.1.6.

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This article turns to the history of the modern practice of adult education to speak to the versatility of lifelong learning as a fluid and indeterminate concept that some have viewed as a learner's way out and others have viewed as a learner's burden. It identifies change forces that have shaped particular purposes and functions of lifelong learning over time and tides. In the wake of such forces, the article emphasises the need for a critical practice of lifelong learning that would engage citizen learner-workers in holistic practices that attend to their instrumental, social, and cultural n

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Jimoyiannis, Athanassios, and Maria Gravani. "Digital Literacy in a Lifelong Learning Programme for Adults." International Journal of Digital Literacy and Digital Competence 1, no. 1 (2010): 40–60. http://dx.doi.org/10.4018/jdldc.2010101903.

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The study presented explores aspects of adult learning on digital literacy in the context of a lifelong learning programme for social cohesion in Greece. The article outlines the framework of the digital literacy subject and underlines its associated objectives regarding adults’ knowledge and competence in Information and Communication Technologies (ICT). The exploration draws upon the experiences and perceptions of eight adult ICT educators. The findings reveal that the educators tried to use flexible instructional practices that were adjusted to adult learners’ needs and interests. Common ef

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HSIEH, Ting-Hao, Yu-Hsia HO, and Shieh-Liang CHEN. "Relationship Between Transactional Leadership and Employee Lifelong Learning with Prove Orientation as a Mediator." Journal of Research in Educational Sciences 10, no. 12 (2020): 5. http://dx.doi.org/10.14505//jres.v10.12.01.

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The objective of this study was to investigate prove orientation mediate the relationship between transactional leadership and employee lifelong learning. For this, we distributed questionnaires to 800 employees, of which 512 valid questionnaires were received effectivity response rate of 64%. Confirmatory factor analysis and hierarchical regression analysis were employed to test our hypotheses. Our results suggested that transactional leadership positively influences employee lifelong learning, and that prove orientation has a mediating effect on this relationship. This manuscript provides a

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Kersh, Natasha, Valentina A. Kononova, and Veronika V. Obidina. "Review of Some Recent Lifelong Learning Practices and Models in Russia." Journal of Siberian Federal University. Humanities & Social Sciences 8, no. 11 (2015): 2195–200. http://dx.doi.org/10.17516/1997-1370-2015-8-11-2195-2200.

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Su, Ya‐Hui. "Idea creation: the need to develop creativity in lifelong learning practices." International Journal of Lifelong Education 28, no. 6 (2009): 705–17. http://dx.doi.org/10.1080/02601370903293161.

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Taranto, Daniella, and Michael T. Buchanan. "Sustaining Lifelong Learning: A Self-Regulated Learning (SRL) Approach." Discourse and Communication for Sustainable Education 11, no. 1 (2020): 5–15. http://dx.doi.org/10.2478/dcse-2020-0002.

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AbstractSustainable education requires teaching practices and techniques that secure strong foundations in learning. The changing contexts, needs and trends of the 21st century challenge teachers to enable students to obtain the skills and knowledge necessary to succeed in an ever changing and digital world (Coklar & Yurdakul, 2017). Schools’ philosophy and curriculum must encourage students to develop adaptive skills that are foundational to lifelong learning to sustain them in changing environments (De Corte, 2019). However, students’ achievement has been drastically compromised througho

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Yang, Min. "Rethinking lifelong learning through online distance learning in Chinese educational policies, practices and research." British Journal of Educational Technology 39, no. 4 (2008): 583–97. http://dx.doi.org/10.1111/j.1467-8535.2007.00766.x.

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Elkachradi, Rachid, Ikram Boudallaa, Mohcine Hillali, and Abdillah Kadouri. "Lifelong learning among healthcare professionals in public hospitals: Historical analysis and multiple case studies in Morocco." E3S Web of Conferences 412 (2023): 01078. http://dx.doi.org/10.1051/e3sconf/202341201078.

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The Moroccan public hospital is crucial in providing healthcare, and its mission is to improve the population’s health. It is currently in a conclusive phase, given its decisive role in the success of the ambitious overhaul. In this sense, human resources are a crucial foundation, as they guarantee quality and safety of care. Indeed, the continuous upgrading of skills is a real challenge for healthcare workers, among other things, because their practice must meet the evolving requirements of the health system and be in line with the population’s specific needs. Lifelong learning for healthcare

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Dr., Aygül Şahin Toptaş. "Democratisation of Foreign Language Learning in Technology Supported Lifelong Learning Processes." International Journal of Social and Humanities Sciences Research (JSHSR) 12, no. 117 (2025): 543–51. https://doi.org/10.5281/zenodo.15128143.

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This article explores the role of technology in democratizing foreign language learning within the context of lifelong learning. In the 21st century, rapid technological, economic, and social changes have heightened the need for individuals to continuously update their skills, emphasizing the necessity of lifelong learning. The article highlights how digital technologies, including MOOCs, mobile apps, and AI-powered tools, have transformed language learning by making it more accessible, flexible, and personalized. These technologies allow individuals to learn at their own pace and in diverse c

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Mutia, Fitri, Mohamad Noorman Masrek, Mohammad Fazli Baharuddin, et al. "An Exploratory Comparative Analysis of Librarians’ Views on AI Support for Learning Experiences, Lifelong Learning, and Digital Literacy in Malaysia and Indonesia." Publications 12, no. 3 (2024): 21. http://dx.doi.org/10.3390/publications12030021.

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Various articles suggest that artificial intelligence (AI) in libraries can enhance the learning experience, promote lifelong learning, and strengthen digital literacy. However, it is unclear if practicing librarians agree with these benefits. Malaysia and Indonesia, neighboring countries with similar library practices, may have differing or similar views on AI support for learning, lifelong learning, and digital literacy. To this effect, this study was conducted with the aim of assessing librarian perspectives on the support provided by AI in enhancing learning experiences, fostering lifelong

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Chaika, Inna P., and Oleksandr V. Khursa. "Improvement of the National System of Lifelong Learning." Business Inform 9, no. 548 (2023): 123–29. http://dx.doi.org/10.32983/2222-4459-2023-9-123-129.

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The aim of the article is to update the current state of the national lifelong education system and to formulate proposals for its improvement through the wide involvement of higher education institutions (HEIs) in this process. On the basis of the analysis, systematization and generalization of official documents that in recent years regulate the sphere of lifelong education in Ukraine, also the plans on the part of the national state-based structures for the further development of the direction of «Adult Education», the main problem areas, the current state and vectors of development of this

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Myroni, Victoria, and Andreas Pombortsis. "Networked Libraries Promoting Lifelong Learning." Proceedings of the International Conference on Networked Learning 6 (May 5, 2008): 278–84. http://dx.doi.org/10.54337/nlc.v6.9324.

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Lifelong Learning may be provided by schools, institutions, professional bodies, private learning companies, community projects or training departments within businesses. Not only will learners be able to match the availability of courses with their requirements, but record their achievements, perhaps building an online portfolio of their experience. To achieve this, many different organisations with varying methods of storing learner details will have to interact with one another. After a period of time, intelligent services may seek out the most appropriate courses based on the learner’s pro

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Han, Soonghee. "Academic achievements in the field of lifelong education in Korea and the contributions to school-based education theories in general (2000-2023)." Korean Society for the Study of Lifelong Education 29, no. 4 (2023): 1–47. http://dx.doi.org/10.52758/kjle.2023.29.4.1.

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The purpose of this article is to mark the 70th anniversary of the Korean Society of Education and to reveal what kinds of academic and theoretical contribution that the field of lifelong education has made to the overall educational sciences in general. In particular, what this study focuses on is exploring what the lifelong education theories have been constructed and how they gave impact on the dominant school-centered mainstream educational theories. Among many, this article investigates how lifelong education as theory has transformed the theoretical landscape of school-centered ontologie

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