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Journal articles on the topic 'Life-long learning skills'

Author: Grafiati

Published: 4 June 2025

Last updated: 1 August 2025

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1

Putri, Dinda Karunia, Rusly Hidayah, and Yohanan Didik Yuwono. "Problem Based Learning: Improve Critical Thinking Skills for Long Life Learning." Jurnal Penelitian Pendidikan IPA 9, no. 7 (2023): 5049–54. http://dx.doi.org/10.29303/jppipa.v9i7.4188.

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This study aims to increase the students' critical thinking. The subjects of this study were 37 students of XI-Science E from Senior High School 2 Tuban, who used the Problem Based Learning (PBL) model. This research was a Class Action Research (CAR) used interviews with chemistry teachers at Senior High School 2 Tuban, the observation’s instruments were used student activity sheet and posttest questions to measure the students’ critical thinking skills. The research was conducted in two cycles with a total of four meetings. The data analyzed descriptively and obtained were learning using PBL

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Smagina, Irina L. "Life-long learning skills as a basis for individual learning style of university students." Vestnik of Samara State Technical University Psychological and Pedagogical Sciences 18, no. 3 (2021): 19–32. http://dx.doi.org/10.17673/vsgtu-pps.2021.3.2.

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In a current situation of society development, each person should have life-long learning skills, which allow him to be flexible, autonomous, able to adapt to different scenarios of todays unstable reality. These skills can be referred to the category of soft skills, the development of which give the students the opportunity to organize their learning process effectively, and it will also help in forming students individual learning style. Life-long learning skills formed at the university can also be considered as skills oriented to the prospect of further personal and professional developmen

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Pirrie, Anne. "Reclaiming Basic Skills: In Defence of Long-Life Learning." Policy Futures in Education 3, no. 1 (2005): 106–16. http://dx.doi.org/10.2304/pfie.2005.3.1.2.

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The author draws upon recent experience of providing consultancy services to a working group established by the European Commission in 2001 to facilitate the implementation of the Lisbon Strategy for economic, social, and environmental renewal in the European Union. The article begins with a critique of the ‘new basic skills’ identified at the Lisbon European Council on 23 and 24 March 2000. These were information and communication technologies (ICT), technological culture, foreign languages, entrepreneurship, and social skills. The article raises questions about the compatibility of the econo

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Kinshuk, Kinshuk. "Cognitive Skills Acquisition in Life-Long Learning (Part 1)." Interactive Learning Environments 10, no. 2 (2002): 89–91. http://dx.doi.org/10.1076/ilee.10.2.89.7444.

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Kinshuk, ? "Cognitive Skills Acquisition in Life-Long Learning (Part 2)." Interactive Learning Environments 11, no. 1 (2003): 1–2. http://dx.doi.org/10.1076/ilee.11.1.1.13688.

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Baneres, David, and Jordi Conesa. "A Life-long Learning Recommender System to Promote Employability." International Journal of Emerging Technologies in Learning (iJET) 12, no. 06 (2017): 77. http://dx.doi.org/10.3991/ijet.v12i06.7166.

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Is my professional knowledge outdated? Do I have the skills needed for the new challenges of the society? What knowledge do I lack to qualify for a job I like? What universities can I address to get knowledge that improves my employment expectations? These are relevant questions that all employees have done in any moment of their life. In addition, when there are high rates of unemployment and job offers that keep unfilled, the answers to these questions are even more relevant. Answering such questions open new opportunities for employed and unemployed people, by allowing them to design a form

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Gough, Maria. "Learning is about a long list of real-life skills." Nursing Standard 18, no. 1 (2003): 31. http://dx.doi.org/10.7748/ns.18.1.31.s52.

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Ezeamagu, Mary, and Henry Owolabi. "APPRAISAL OF EMPLOYABILITY SKILLS OF UNIVERSITY UNDERGRADUATES: THE 21ST CENTURY KEY TO FUNCTIONAL EDUCATION." International Journal of Innovative Research in Education, Technology & Social Strategies 8, no. 1 (2021): 1–10. http://dx.doi.org/10.48028/iiprds/ijiretss.v8.i1.01.

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Research evidence revealed that the quality of graduates in Nigeria is on a rapid decline especially in the area of valuable and complementary life skills. Also, researchers have established that subject-specific knowledge and skills alone are unlikely to secure a graduate occupation in which they can be both successful and satisfied. Hence, this study evaluated the extent to which university undergraduates in North West Nigeria possessed employability skills. This study employed a survey research design. The population comprises all 2018/2019 final year university undergraduates in North West

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Ward, Anne. "Enterprise skills and enterprise learning." Foresight 6, no. 2 (2004): 104–9. http://dx.doi.org/10.1108/14636680410537565.

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In an era marked by profound technological change young people must prepare for a future in which rapid innovation is accompanied by the passing of traditional social norms such as career paths and job security. This calls for a level of self‐reliance, self‐determination and preparedness for life‐long learning not required in previous generations. Traditional measures of academic success overlook the broader skill set that is needed for success in the new environment. Emotional intelligence and enterprise skills now form part of a fundamental skill set which has not been given prominence in a

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Bielenberg, Brian, and Maxine Gillway. "Adapting Problem-Based Learning to Meet the Life-long Learning Needs of Developmental Students." Learning and Teaching in Higher Education: Gulf Perspectives 4, no. 1 (2007): 2–16. http://dx.doi.org/10.18538/lthe.v4.n1.04.

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The United Arab Emirates University has implemented a unique adaptation of Problem-Based Learning (PBL) to meet the short, medium and long-term interdisciplinary developmental needs of its first-year university students (Learner Training, Thinking Skills, Application of Knowledge, Information Literacy, and Communication). This paper highlights the process of adapting PBL to the foundation year context and presents initial findings demonstrating its positive impact. These findings provide evidence that this adaptation of PBL supports the development of important life-long learning skills, can m

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Peters, Robert A. "Anchored learning and the development of creative, critical thinking and life-long learning skills." Teaching Public Administration 33, no. 3 (2015): 221–40. http://dx.doi.org/10.1177/0144739415581077.

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Zhang, Yan Li, Li Zhu Bai, and Dong Zhang. "Strengthening the Engineer's Lifelong Education." Advanced Materials Research 156-157 (October 2010): 241–44. http://dx.doi.org/10.4028/www.scientific.net/amr.156-157.241.

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. With the rapid development of scientific technology, the current skills and knowledge has become more and more important. Engineering technical personnel need long-life learning to improve them for competitiveness. Therefore, long-life learning should be enhanced in engineering education. This paper explains the meaning of long-life learning, analyzes the reasons long-life learning being enhanced in engineering education, the influence on engineering education and engineering technical. Some suggestions about enhancing long-life learning in engineering education and keeping good habits of lo

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Allen, Brenda S., and Brenda J. Lohman. "Positive Youth Development Life Skills Gained at the Iowa 4-H Youth Conference." Journal of Youth Development 11, no. 1 (2016): 62–76. http://dx.doi.org/10.5195/jyd.2016.434.

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Research suggests 4-H programs build Life Skills such as leadership, communication, citizenship and learning. However, 4-H programs vary from long-term on-going experiences to shorter, more intense opportunities. This paper discusses a program evaluation articulating the life skill development of participants in a 3-day residential State 4-H Conference on a Midwestern college campus. The Life Skills assessed were in the areas of leadership, citizenship, communication, and learning as part of overall Life Skill development. Participants were youth ages 14-18 years. A retrospective pretest-postt

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Nikmah, Citra Khoerun, M. Syaipul Hayat, and Siti Patonah. "Life-Long Learning Profile of Junior High School Students in Science Learning." Jurnal Pijar Mipa 20, no. 2 (2025): 234–38. https://doi.org/10.29303/jpm.v20i2.8523.

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Implementing life-long learning is vital to help students face rapid global development. Life-long learning is a principle in organizing education and a primary need for everyone to adapt to changing times. This study aims to analyze the application level of lifelong learning among SMP Negeri 1 Pucakwangi students, especially class VII students. This study used a descriptive qualitative approach with a sample of 28 students. Data were collected through a questionnaire containing five life-long learning indicators: complex thinking, information processing, effective communication, collaboration

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Paraskeva, Fotini, Sofia Mysirlaki, and Vasilis N. Vasileiou. "Developing Self-Regulation Skills in Virtual Worlds." International Journal of Online Pedagogy and Course Design 2, no. 2 (2012): 25–43. http://dx.doi.org/10.4018/ijopcd.2012040103.

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In order to succeed in today’s life and work environments, people require more than thinking skills and content knowledge. Initiative and self-direction skills are needed, including the ability to manage goals and time, to work independently, and be self-directed learners. On the other hand, e-learning has brought changes in every field of formal and informal education, such as training programs, basic education, and life-long learning. However, e-learning is not inherently motivating and can even be demotivating due to technological, intrapersonal, and interpersonal hurdles. A hallmark of e-l

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PASCU, Bianca, and Florin LUNGU. "LONG LIFE LEARNING – A PRIORITY FOR THE EUROPEAN UNION." Review of Management and Economic Engineering 21, no. 4 (2022): 278–85. https://doi.org/10.71235/rmee.55.

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Education, and especially continuing education, is at the forefront of the European Union’s (EU) policies for the first time. Due to the large number of countries that are part of the EU, due to social, cultural, political, and administrative differences, due to different needs from country to country, the progress in this field is different in the member countries. Lifelong learning or adult education refers to any form of formal, non-formal or informal learning after the adults have left the formal system of education. According to the Cambridge dictionary, "lifelong learning" is "the proces

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El Bakkali, Abdelaaziz. "Using Project-Based Learning to Develop Social and Political Practices as Life-Long Learning Skills." International Journal of Language and Literary Studies 2, no. 4 (2020): 138–50. http://dx.doi.org/10.36892/ijlls.v2i4.438.

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Recent research shows that teaching learners to maintain positive attitudes and engage in social and political practices is an important educational asset, mainly for schools that adopt project-based learning. To set an efficient background for schools to support students’ understanding of both political and social participation, important preconditions of democratic school culture form effective outcomes to generate ethical behaviors. Today, social and political measures of project-based learning in schools provide important opportunities to engage learners in life-long activities. Thus, the

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Dr., Syed Azaz Ali Amjad Ali. "Learning Long Lasting Skills in Current Era." International Journal of Trend in Scientific Research and Development 3, no. 5 (2019): 541–43. https://doi.org/10.5281/zenodo.3590833.

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The need of the information society coupled with the technology advancement created necessary conditions to explore alternatives for lifelong learning. Because knowledge is doubled in every seven the shelf life of degrees is shrinking rapidly, thereby indicating that a worker is supposed to acquire promptly and most accurately, to prove him herself most workmen. Latest advancements in different fields of knowledge and technology have also facilitated the liberalization of economic policies, privatization and globalization. As a result, the industry is motivated for quality upgradation, emergen

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Wieland, Natalie. "Life-long Learning – How Legal Research is Taught at Melbourne University." Legal Information Management 10, no. 2 (2010): 101–3. http://dx.doi.org/10.1017/s147266961000040x.

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AbstractNatalie Wieland, who teaches legal research skills, reflects on her own experiences as a law student undertaking legal research using only paper-based searches and compares them with her current experiences training completely digitally-aware law students in a world heavily biased towards electronic resources.

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Sederevičiūtė - Pačiauskienė, Živilė, Manefa Miškinienė, and Eurika Norkienė. "Development of technological competencies: a precondition for life long learning." Pedagogika 113, no. 1 (2014): 123–31. http://dx.doi.org/10.15823/p.2014.1756.

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Relevance. The rapid growth of technological progress has necessitated a need for adult lifelong learning and acquisition of knowledge and skills in new fields, as well as increased the importance of technological competencies in the context of lifelong learning, therefore, this thesis is of particular relevance in the light of current developments.The problem of the study: though the emphasis on the continuous learning has been increasing, the development of lifelong learning skills through technologies has been short of proper attention and thus under-examined.The focus of the study: the dev

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Suryawanshi, Aniket, Yogesh Patil, and Shirish Mane. "Enriching life-long learning Skills of Students by Poster Development and Presentation (PDP) Approach." Journal of Engineering Education Transformations 36, S2 (2023): 464–70. http://dx.doi.org/10.16920/jeet/2023/v36is2/23071.

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In recent years’ students are very reluctant to read books for studying for any course. They are preferring only teachers’ notes or PowerPoint slides and mobile apps for exam study. Any type of information or study material is easily available on various networking sites. This can lead to poor interest and less engagement of students in the classroom teaching learning process. Also, in class activities are not fulfilling the expected level of learning of students, especially in the conceptual courses. So students need an activity based learning approach in the classroom. Nowadays most of the t

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Yuliana. "The most important skill in the 21stTeaching and Learning." Conference on English Language Teaching 2 (June 8, 2022): 52–55. http://dx.doi.org/10.24090/celti.v2.33.

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Teaching and learning are very essential in life. These skills should be well mastered. However, there are only a few people who know how to teach and learn well. The paper aims to describe the most important skill in the 21st teaching and learning. This paper is a narrative literature review. Literature was taken from Science Direct and Google Scholar. It is recommended to master creative thinking skills in the problem-solving method of teaching. This method is essential in learning and teaching. The teacher can learn to be more creative in explaining any subjects to the students in different

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Kasarla, Rajeshwar Reddy, Sidhya Choudhary, Naziya Khatoon, and Laxmi Pathak. "Problem based learning (PBL) in medical education to facilitate student learning." Janaki Medical College Journal of Medical Science 11, no. 2 (2023): 85–90. http://dx.doi.org/10.3126/jmcjms.v11i2.58032.

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Life-long learning and the demand for continuous development of skills, knowledge, and attitudes needed in working life have resulted in a call for new ways to organize learning. The knowledge gained in education becomes quickly outdated and loses its value in real-life scenarios. The skills and knowledge needed in working life cannot all be taught during formal schooling and training. Working life requires multidimensional professional skills with a problem-solving approach and abilities for continuous learning via independent knowledge acquisition and its practical application. Problem-based

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Xovoxon, Fayzullayeva. "STRATEGIES FOR ENHANCING SOCIAL SKILLS IN EARLY CHILDHOOD EDUCATION THROUGH DEVELOPMENTAL LEARNING APPROACHES." International Journal of Pedagogics 4, no. 12 (2024): 91–96. https://doi.org/10.37547/ijp/volume04issue12-18.

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This article explores strategies for enhancing social skills in preschool-aged children through developmental learning approaches. Social skills, including communication, cooperation, empathy, and problem-solving, are fundamental to children’s cognitive, emotional, and behavioral growth. The study emphasizes the role of interactive play, guided discussions, storytelling, and collaborative projects in fostering these skills within early childhood education. Additionally, it highlights the importance of the collaborative efforts of educators, parents, and communities in creating supportive envir

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Kalinina, Anna Ilinichna. "Distance learning as a part of life-long learning system and the role of self-education in distance learning." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2014): 100–105. http://dx.doi.org/10.51314/2073-2635-2014-1-100-105.

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The article represents the specific features of distance learning in terms of the lifelong learning system and suggests the arguments in favour of shaping the self-education skills as the key to effective implementation of the distance learning.

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Mohamed, Siti Rosiah, Teoh Sian Hoon, Mohammad Mubarrak Mohd Yusof, Nor Syazwani Mohd Rasid, and Ainun Hafizah Mohd. "Mathematics Learning Community: A Case Study." Asian Journal of University Education 17, no. 2 (2021): 252. http://dx.doi.org/10.24191/ajue.v17i2.13406.

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Abstract: The desire to equip students with 21st-century skills has prompted teachers to find alternative ways to promote real learning of mathematics. One of these ways includes building communities of best practices, with the collaborative efforts of parents. This study aims to investigate how mathematics teaching communities develop mathematical knowledge and skills in students. This study interviewed four teachers for insights into their teaching practices, specifically, how they built a learning community to foster the learning of mathematics. The findings showed that the teachers, workin

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Dutta, Shanta, Mingjing He, and Daniel C.W. Tsang. "Problem-based learning as an assessment: Enhancing students’ connective learning and constructive learning." Journal of Educational Research and Reviews 10, no. 6 (2022): 83–92. http://dx.doi.org/10.33495/jerr_v10i6.22.124.

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For the sake of enhancing students’ broad knowledge, problem-solving skills, and professional competences, this educational research project implemented problem-based learning (PBL) as a pedagogic tool in a large-class setting with 154 students involved at The Hong Kong Polytechnic University. The students participated in a problem-solving task that accounted for 25% of their course assessment (summative), which was designed with complex scenarios similar to real-life circumstances. The PBL assessment was structured in a way that required students' efforts to explore and connect relevant ideas

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Ghimire, Satish Raj, and Shital Bhandary. "Students’ Perception and Preference of Problem Based Learning During Introductory Course of a Nepalese Medical School." Journal of Patan Academy of Health Sciences 1, no. 1 (2015): 64–68. http://dx.doi.org/10.3126/jpahs.v1i1.13024.

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Introductions: Problem based learning is considered superior to the conventional didactic teaching for contextual learning, long term retention of knowledge, development of generic skill and attitudes. This study looked in to the students’ perception and preference of problem bases learning in a sixmonth introductory course in the beginning of undergraduate medical school program. Methods: A 20-item questionnaire with four-point rating scale (1-strongly disagree, 2-Disagree, 3-Agree and 4-Strongly agree) was administered to collect first year medical students’ perception on problem based learn

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Sri R, Dr Leena, and Dr Divya Vetriveeran. "Problem-Based Learning for Critical Reflections on Skill-based Courses Using DEAL Model." Journal of Engineering Education Transformations 38, no. 1 (2024): 16–22. http://dx.doi.org/10.16920/jeet/2024/v38i1/24169.

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Abstract : Higher education institutions focus on improving both soft skills and engineering proficiencies among students. The learning progress requires a systematic assessment to know the areas of improvement to meet global competitiveness. Selfreflections and critical reflections on knowledge, skill, and behavior are crucial for an industry-ready graduate. Our work deals with conceptualization, course design, and rubrics design to achieve critical reflections on the graduate outcomes of the students. We have designed the rubrics to assess the behavioral and engineering skills needed to solv

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Marczak, Mariusz. "Nurturing Mindful Behaviour in Translation Students. From Learning Practices to Disposition." Annales Universitatis Mariae Curie-Skłodowska, sectio FF – Philologiae 41, no. 2 (2023): 195–216. http://dx.doi.org/10.17951/ff.2023.41.2.195-216.

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Contemporary translator education aims to develop professional competences, adaptability to job market dynamics and life-long learning skills by fostering collaborative, situated and self-directed, experiential learning. In recognition of the essentiality of reflection skills for life-long learning, the author examines the possibility of stimulating students’ (cultural) reflection in online (intercultural) projects via guidance on mindful behaviour, as defined by Ritchhart and Perkins and discusses the findings with a view to informing task design which would augment the development of cultura

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Trivun, Veljko, Vanja Kenjic, and Fatima Mahmutcehajic. "LIFE-LONG LEARNING STRATEGIES IN TOURISM AND HOTEL INDUSTRY." Tourism and hospitality management 14, no. 1 (2007): 171–84. http://dx.doi.org/10.20867/thm.14.1.15.

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Tourism is the phenomenon of great social and economic importance. It is the biggest and the fastest growing industry which is developing 1.5 faster than the other industries. Additionally, tourism represents a mass movement of people which makes strong impact on many destinations, traditional or emerging ones. This have both economic and social influence on developing destinations, creating employment opportunities and economic benefits for those involved in tourism activities. Tourism development has positive influence on infrastructure development, as well as on the service industry (especi

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Kadam, Dipali M., and Swati N. Pusawale. "Task Based Approach: An Approach to Develop Writing Skills in English of Engineering Students Leads to Effective Communication Skills." Journal of Engineering Education Transformations 37, no. 1 (2023): 62–69. http://dx.doi.org/10.16920/jeet/2023/v37i1/23132.

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Abstract : 21st century students are expecting an educational system that works for and with them. The teaching-learning process is shifted from teachercentered to student-centered through innovative teaching-learning techniques. With the advancement of technology and globalization, communication skills in English language, as a life-long learning skill is an essential component in engineering education as an employability skill. Communication is one of 11 key outcomes designed by Accreditation Board for Engineering and Technology (ABET). Listening, speaking, reading, and writing (LSRW) are co

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T Msweli, Nkosikhona, Hossana Twinomurinzi, and Mymoena Ismail (was Sharif). "The International Case for Micro-Credentials for Life-Wide And Life-Long Learning: A Systematic Literature Review." Interdisciplinary Journal of Information, Knowledge, and Management 17 (2022): 151–90. http://dx.doi.org/10.28945/4954.

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Aim/Purpose: Systematic literature reviews seek to locate all studies that contain material of relevance to a research question and to synthesize the relevant outcomes of those studies. The primary aim of this paper was to synthesize both research and practice reports on micro-credentials (MCRs). Background: There has been an increase in reports and research on the plausibility of MCRs to support dynamic human skills development for an increasingly impatient and rapidly changing digital world. The integration of fast-paced emerging technologies and digitalization necessitate alternative learni

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Kell, Clare, and Robert van Deursen. "Does a Problem-solving Based Curriculum Develop Life-long Learning Skills in Undergraduate Students?" Physiotherapy 89, no. 9 (2003): 523–30. http://dx.doi.org/10.1016/s0031-9406(05)60178-2.

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Kumar, Dinesh. "Scholarly critiquing: A 12 step guide for promoting professional life long learning in medical academia." Research and Development in Medical Education 8, no. 2 (2019): 65–68. http://dx.doi.org/10.15171/rdme.2019.013.

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The concept of the journal club is a time-tested collaborative learning activity to keep health professionals abreast of current literature and improve their confidence in reading literature.Being equipped with the skills to critically analyse a peer-reviewed scientific manuscript is equally as important as carrying out research and publishing papers. Most published literature related to the concept of journal club examines only the core critical appraisal skills and leaves behind potential factors which could significantly influence the effective pursuit of a journal club. In this practical a

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Stevens, Autumn A., Nancy A. Michael, and Gabriel A. Radvansky. "Long-Term Learning Gains in Students Using Community Based Learning." Journal of Undergraduate Neuroscience Education 23, no. 2 (2025): a66—a72. https://doi.org/10.59390/nkay3491.

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A significant promise of scientific research is that basic science discoveries lead to innovations that result in positive change for individuals and communities. Considering this, translational communication skills and motivation to engage the general population are critical measures to consider when educating future scientists. A community-based learning (CBL) teaching method has been shown to be effective in developing these skills when used in higher education humanities settings, as students are able to synthesize class information with real-life community problem solving. Despite this ev

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Uwameiye, B.E and Aluyor, P. "LIFE LONG LEARNING FOR RESKILLING BY HOUSEHOLDS HEADS TOWARDS RETIREMENT FOR SUSTAINABLE SURVIVAL: HOME ECONOMICS PERSPECTIVE." Nigeria Journal of Home Economics (ISSN: 2782-8131) 10, no. 7 (2022): 108–15. http://dx.doi.org/10.61868/njhe.v10i7.154.

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Over the years Nigeria has suffered economic downturn which has spiraled into all areas of life and living among the people. A major area is this incessant delay in the payment of retired persons their entitlement, which comes in form of pensions and gratuities. This awful habit by government and employers expose or rather subject retired persons to indescribable adversity such as deprivation, sickness and even death in worse cases. Thus, making retirement a period that is feared by employees. This paper examines lifelong learning for reskilling among retired households head for sustainable su

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Frank, Jennifer L. "School-Based Practices for the 21st Century: Noncognitive Factors in Student Learning and Psychosocial Outcomes." Policy Insights from the Behavioral and Brain Sciences 7, no. 1 (2020): 44–51. http://dx.doi.org/10.1177/2372732219898703.

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Noncognitive skills—such as motivation, perseverance, social abilities, and self-control—drive long-term student success in school and in life. Although recognized as an important causal factor in student success, these skills show considerable variability in how much time and financial resources schools invest developing them. The Every Student Succeeds Act (ESSA) now requires states to include at least one nonacademic measure in their student accountability system and funding the implementation of new models to support student learning. We review the evidence for several malleable noncogniti

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Lipikuni, Hilary Fridolin, Anderias Henukh, and Rince Sefriana Margarita Benu. "Analysis of Science Learning Local Context (SeLoC) with Entrepreneurship Orientation for Life-Long Learning of Junior High School Students." Journal of Natural Science and Integration 7, no. 2 (2024): 252. https://doi.org/10.24014/jnsi.v7i2.33144.

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This study aims to explore how the implementation of Science Learning Local Context (SeLoC) with an entrepreneurial orientation can support the development of lifelong learning (LLL) skills in junior high school students. The study used a descriptive method with a mixed methods approach. This study involved 10 schools in Kupang as well as 20 science teachers and 200 students/ Instruments used included questionnaires, in-depth interviews, and observations. Data were collected through interviews with teachers and students, observations of the implementation of SeLoC in class, and questionnaires

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Draper, Ellary A. "Creating a Meaningful Music Curriculum for Students With Disabilities." General Music Today 33, no. 1 (2019): 47–49. http://dx.doi.org/10.1177/1048371319863792.

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When teaching students with disabilities, it is important for music teachers to consider the functionality of the skills taught and learned beyond the music classroom. In special education, a curriculum centered on the life-long skills important for students to be independent in their communities is called a “functional curriculum.” Before considering how to adapt a traditional curriculum for students with disabilities, music teachers can used the ideas based in functional curriculum to develop a functional music curriculum, ensuring that both students with and without disabilities are learnin

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Şener, Şentürk, and Duran Volkan. "Lifelong learning tendencies of trainers in adult education." International Journal of Evaluation and Research in Education (IJERE) 9, no. 1 (2020): 1–9. https://doi.org/10.11591/ijere.v9i1.20365.

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Life-long learning competencies, skills and attitudes are of having significance for education processes. The study was designed based on the correlational survey model. Population consists of 354 trainers in Public Education Centers in Samsun. In terms gender, there was a significant difference in lack of regulation and lack of curiosity dimension in favour of females in terms of lifelong learning tendencies. It was found that as the age level increases, the tendency to persistence which is the sub-factor of lifelong tendencies increases. It was found that as the level of education increases,

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Maria, Angeles Dano-Hinosolango. "LEARNER-CENTERED TEACHING: THE STUDENTS' LEVEL OF LEARNING SKILLS AND STRATEGIES." International Journal of Education (IJE), Vol. 1, No. 1, December 2013 1, no. 1 (2019): 01–09. https://doi.org/10.5281/zenodo.3345720.

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 Students are challenged to develop their own learning skills and strategies for life-long learning. With this, the study investigated and analyzed the level of learning skills and strategies of the students in relation to the extent of implementation of learner-centered teaching in the classroom. This study conducted a survey in a high school institution where 900 students from first year to fourth year levels were considered as respondents. A survey tool was used to evaluate the students’ level on their learning skills, collaborative learning, and study skills through learner-cent

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Malabanan, John Carlo, Edna Briones, and Jocelyn Madrideo. "Pre-service Teachers’ Readiness on Online Learning and their 21st Century Pedagogical Skills." International Journal of Educational Management and Development Studies 3, no. 3 (2022): 65–83. http://dx.doi.org/10.53378/352909.

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This study looked at the online learning readiness and 21st century pedagogical skills among pre-service teachers of a state university in the Philippines during the school year 2021-2022. The descriptive-correlational method was applied through an adapted survey questionnaire administered to 28 pre-service teachers. The findings revealed that pre-service teachers were ready for online learning in terms of computer/internet self-efficacy, self-directed learning, learner control, motivation for learning, and online communication self-efficacy. They were also equipped with 21st century pedagogic

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Dr, Shraddha S. Kulkarni. "Medical Students' Perspectives on Problem-Based Learning (PBL) Method as a Part of CBME Curriculum." International Journal of Medical and Pharmaceutical Research 4, no. 3 (2023): 602–7. https://doi.org/10.5281/zenodo.8053886.

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<strong>Context</strong>: The goal of Problem Based Learning (PBL) is to prepare medical students for life-long learning by engaging them in self-directing learning, self-regulation and effective teamwork in which the students are responsible for discovering facts and uncovering key concepts. <strong>Aim</strong>: The aim of this study is to explore the perspectives of 2nd year under graduate students in a medical college about problem-based learning. <strong>Materials & Methods</strong>: A cross-sectional study was conducted among 130 second year medical undergraduate students from Decemb

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Muzyk, Andrew J., Crystal D. White, Warren A. Kinghorn, and Grace C. Thrall. "A Psychopharmacology Course for Psychiatry Residents Utilizing Active-Learning and Residents-As-Teachers to Develop Life-Long Learning Skills." Academic Psychiatry 37, no. 5 (2013): 332. http://dx.doi.org/10.1176/appi.ap.12060124.

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Nur Arifuddin, Dian Arsitades Wiranegara, A. Samsul Ma’arif, Mohammad Rifqi Junaidi, and Bakri Muhammad Bakhiet. "Integrating Life Skills in Arabic Language Education: Enhancing Bilingual University Graduates’ Employability and Competencies." Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab 17, no. 1 (2025): 276–93. https://doi.org/10.24042/6rmpwe17.

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Nowadays, in the competitive global job market, university graduates need more than language skills—they require essential life skills like communication, critical thinking, teamwork, and adaptability. This article presented the exploration of a life skills-based Arabic language education model at two Indonesian bilingual universities, UIN Malik Ibrahim Malang and UIN Sayyid Ali Rahmatullah Tulungagung. By integrating these skills into the Arabic curriculum, the model aimed to improve both language proficiency and employability. The qualitative method were used such as case studies, interviews

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Rînciog, Johana. "A survey-based analysis of life-long learning patterns of young entrepreneurs." Proceedings of the International Conference on Business Excellence 11, no. 1 (2017): 312–21. http://dx.doi.org/10.1515/picbe-2017-0033.

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Abstract Our approach, in this paper, is focused on life-long learning tools that are available for young Romanian entrepreneurs, in their early career stages. Life-long learning in the case of entrepreneurs is not a topic widely covered in scientific literature up to this moment. Most of the scientific papers related to entrepreneurship focus on the idea of innovation and creativity that characterizes entrepreneurship. On the other side, the scientific literature that considers life-long learning, discusses the case of employees or managers, who are required to improve their knowledge and ski

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Padmadewi, Ni Nyoman, Luh Putu Artini, and Luh Putu Restu Adi Utami. "Teacher Readiness in Promoting 21st Century Skills in Teaching English as a Foreign Language at Primary Schools." SOSHUM : Jurnal Sosial dan Humaniora 10, no. 3 (2020): 271–83. http://dx.doi.org/10.31940/soshum.v10i3.1976.

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Twenty-first-century skills have been long known and used to accelerate teachers' quality and education in Indonesia. The skills that include life and career skills, learning and innovation skills, media, technology, and information skills must be inserted into classroom practices to improve students' learning competencies and learning outcomes. Despite its importance and having been long introduced, there is still limited research conducted on the investigation of primary teachers' readiness to promote classroom skills. Therefore, this study aims to analyse the primary school teachers' readin

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Laleta, Sandra. "Innovation and growth of skills." Zbornik Pravnog fakulteta Sveučilišta u Rijeci 39, no. 4 (2019): 1851–80. http://dx.doi.org/10.30925/zpfsr.39.4.14.

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This paper analyses the strategic and legislative framework of innovation and growth of skills in Croatia. Emphasis is placed on the life-long learning system, especially the legal duty of the employer to education and training of his or her employees. The paper will present the results of the research carried out in the scope of the scientific research project Flexicurity and New Forms of Employment about the issues of flexicurity, atypical and new forms of employment, as well as the respective opinions of the employers operating in several branches and trade-unions. Finally, the author analy

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Hanewald, Ria. "Cultivating Life-Long Learning Skills in Undergraduate Students through the Collaborative Creation of Digital Knowledge Maps." Procedia - Social and Behavioral Sciences 69 (December 2012): 847–53. http://dx.doi.org/10.1016/j.sbspro.2012.12.007.

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