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Journal articles on the topic 'Lifelong learning concept'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Popović, Katarina. "Destruktivan pohod celoživotnog učenja." Obrazovanje odraslih/Adult Education 21, no. 2 2021 (2022): 53–78. http://dx.doi.org/10.53617/issn2744-2047.2021.21.2.53.

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The paper analyses the development of basic terms and concepts in adult education (adult education, continuing; permanent and reccurent education, lifelong education, and lifelong learning) and the role of major international organizations in formulating and promoting these concepts. The focus of the analysis is on the reasons and consquences of the dominance of the modern, widely accepted concept of lifelong learning, which replaced the previous ones and almost completely suppressed the concept of adult education. This paradigm shift and change of the discourse has its ideological and economi

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Alla, Xhensila. "Lifelong Learning." Interdisciplinary Journal of Research and Development 11, no. 1 (2024): 27. http://dx.doi.org/10.56345/ijrdv11n105.

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The concept of lifelong learning has become one of the most widely discussed concepts in the field of adult education. Lifelong learning is about acquiring and updating all kinds of abilities, interests, knowledge and qualifications from the pre-school years to post retirement which promotes the development of knowledge and competences that will enable adaptation to the knowledge-based society and also valuing all forms of learning. It is the broad term for education that is conducted beyond school. Therefor it’s voluntary, rather than compulsory, and is completely self-motivated – with the ma

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Brigden, David N., and Brian Grieveson. "Lifelong Learning." Primary Dental Care os10, no. 1 (2003): 31–32. http://dx.doi.org/10.1308/135576103322504094.

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Mikulec, Borut. "Theoretical models and concepts of lifelong learning." Inovacije u nastavi 38, no. 1 (2025): 1–13. https://doi.org/10.5937/inovacije2501001m.

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On the one hand, a review of different models and concepts of lifelong learning shows that lifelong learning has certain common basic characteristics, i.e. it is lifelong (from "cradle to grave"), it is life-wide (it takes place in different contexts), and it focuses on learning. On the other hand, such an overview also shows that different models and concepts of understanding lifelong learning are in use and that lifelong learning is also a "slippery" and "ambiguous" concept, as it contains different and competing conceptualisations. Based on the analysis of relevant theoretical literature, w

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Dogan, Soner, and Cahit Kavtelek. "Opinions of lifelong learning institution administrators on the concept “lifelong learning”: a metaphor analysis for lifelong learning." Journal of Higher Education and Science 5, no. 3 (2015): 292. http://dx.doi.org/10.5961/jhes.2015.131.

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Regmi, Kapil Dev. "Lifelong Learning in Nepal: Contexts and Prospects." AMC Journal 1, no. 1 (2020): 121–32. http://dx.doi.org/10.3126/amcj.v1i1.33480.

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After the declaration of the Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all by the UN, many countries have adapted lifelong learning as one of their main goals for meeting their educational needs. However, lifelong learning as an educational policy concept is defined differently in various contexts. With the case of the context of Nepal this paper, which builds on my thesis prepared for Master of Philosophy degree (Regmi,2009), explores some of the fundamental concepts attached with lifelong learning, mainly

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Toprak, Metin, and Armagan Erdogan. "Lifelong Learning: Concept, Policy, Instruments and Implementation." Journal of Higher Education and Science 2, no. 2 (2012): 69. http://dx.doi.org/10.5961/jhes.2012.036.

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Iskakova, Mira. "Prospects for Using E-Learning Tools to Implement the Concept of “Lifelong Learning”." E-Learning Innovations Journal 2, no. 2 (2024): 80–101. http://dx.doi.org/10.57125/elij.2024.09.25.05.

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This article examines the current state and prospects of utilising e-learning tools within lifelong learning. The study aims to identify methods for leveraging various e-learning platforms to enhance adult lifelong education and assess the potential effectiveness of electronic tools in advancing "lifelong learning." The research employed a case study approach, analysing existing scientific literature and focusing on nine popular adult e-learning tools, such as Coursera, EdX, Moodle, Udemy, and Google Classroom. To achieve this, 50 scientific articles from various databases were reviewed, and t

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Jelačić, Maja, and Anita Zovko. "Cjeloživotno učenje – put ka budućnosti." Obrazovanje odraslih/Adult Education, no. 1-2 2022 (2023): 53–70. http://dx.doi.org/10.53617/issn2744-2047.2022.22.1-2.53.

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Lifelong learning represents an inherent part of everyday lives of every individual and the community. As a concept, lifelong learning is recognized in the strategic documents of European education policies. Also, it has affirmed as the main principle and orientation of many national education systems. The main aim of this paper is to examine the opinions of graduate part-time students at the Faculty Health Studies in Rijeka (people who work and study at the same time) about lifelong learning.The results of this research delineated some very interesting answers regarding motivation, educationa

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Shevchenko, Yuliia, Liudmyla Lysenko, Olha Horina, Nataliia Postoiuk, and Iryna Vakulyk. "Psychological Aspects of The Concept of Longlife ‎Learning: ‎Motivation Vectors." International Journal of Basic and Applied Sciences 14, no. 3 (2025): 17–25. https://doi.org/10.14419/fnjvy221.

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The article aimed at the theoretical analysis of motivation factors in lifelong learning from a psychological perspective. This research is based ‎on qualitative methodology. The main toolkit consisted of content analysis and grounded theory elements. It was shown that a more ‎thorough understanding of learning helps people see lifelong learning as having an interest in improving communities and society in ‎addition to having an economic focus. Findings show that at the heart of continuous learning lies intrinsic motivation. Namely, the internal ‎drive fuels individuals to seek out new knowled

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Bhattacharya, Asoke. "Grundtvig’s Concept of Learning for Life:." Grundtvig-Studier 68 (December 31, 2017): 171–73. http://dx.doi.org/10.7146/grs.v68i0.121870.

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Halilović, Nezir. "Prva objava - Kur'anski poziv na cjeloživotno učenje." Obrazovanje odraslih/Adult Education, no. 2 2015 (2016): 123–36. http://dx.doi.org/10.53617/issn2744-2047.2015.15.2.123.

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This paper presents an understanding of the concept of lifelong learning through the prism of the messages from the Qurans First proclamation. After the introductory considerations and the quotation of five ayats, which constitute the First proclamation, and the definition of used terms, the Quran’s messagesfrom the First proclamation were analyzed in the context of the need for lifelong learning. The results clearly prove that the concept of lifelong learning is fully compatible with the messages from the First proclamation in the Quran and that Quran requires lifelong learning from his belie

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Serafín, Čestmír. "Lifelong Learning and Constructivism." Lifelong Learning 1, no. 2 (2011): 7–13. http://dx.doi.org/10.11118/lifele201101027.

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Changes in education, in its concept, has always changed in response to changes in society. The current trend of lifelong learning is therefore closely tied not only to societal trends, but also to education and, thus, with creatively humanist, trends whose goal is personality development and the constructivist creation of new knowledge. The primary aim of educators is the personality development of the learner, who is to be educated and consequently equipped not only with the necessary knowledgeable, but also with cognitive and social competences, and the moral and spiritual values of life.

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Rakicevik, Gabriela, Sofronija Miladinoski, and Jagoda Strezoska. "LIFELONG LEARNING IN RESTAURANT BUSINESS." Tourism and hospitality management 14, no. 1 (2007): 105–14. http://dx.doi.org/10.20867/thm.14.1.9.

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Lifelong learning is the reality in all successful service industries. In the field of the hotel and tourism industry, it is very important to implement this concept. That will assure to achieve high level of quality - to be competitive on the market, and as feedback to get a big number of satisfied guests. There are different issues to discuss for the concept of lifelong learning. One of the most important thing is the need and interest for permanent education from both sides: employee and employer. The other issue is: according to law who is competent to organize and offer different forms of

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Șavga, Larisa. "The Conceptual Approach to Lifelong Learning." ACROSS - A Comprehensive Review of Societal Studies 6/2022, no. 1 (2022): 52–61. https://doi.org/10.5281/zenodo.7852688.

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Contemporary society faces multiple challenges related to socio-economic development, economic growth, enhancing competitiveness, providing jobs, etc. One of the key pillars of implementing an approach that would respond to these challenges is the quality of human resources, the competence of the workforce, which directly depends on the quality of education and professional training. The constantly changing socio-economic environment requires permanent improvement/expansion/updating of professional knowledge, skills and competences. In this sense, capitalizing on the concept of lifelong learni

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Savga, Larisa, and Oxana Livițchi. "Integrating Lifelong Learning into Higher Education." ACROSS - A Comprehensive Review of Societal Studies 5/2022, no. 1 (2022): 15–21. https://doi.org/10.5281/zenodo.7852421.

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Current European policies and trends in education demonstrate the importance of implementing the concept of lifelong learning and its impact on economic development, society and every individual. The revitalization of lifelong learning requires rethinking how this concept can lead to overcoming existing constraints and dysfunctions and become viable and vital. The article provides an overview of European policies and trends in the field of lifelong learning highlights the priority actions required at the institutional level for the development of LLL activities and services within universities

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Arslan, Nihan, Muazzez Demirbağ, and Hatice Dilmen. "Lifelong Learning and Adult Education: A Literature Review." International Journal of Educational Research Review 9, no. 2 (2024): 119–22. http://dx.doi.org/10.24331/ijere.1429074.

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Although lifelong learning is not a new concept, there are various definitions for it. One of the main aims of lifelong learning is to equip people with the necessary talents and skills to continue their self-learning after the end of formal education. Contrary to this definition, which emphasises the period after formal education, another definition emphasizes the whole life; lifelong learning as learning that includes all types of learning experiences in life. In addition, lifelong learning is much more than education. People constantly need to learn on their own to adapt to the new situatio

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Rushami Zien, Nur Hanisfatin, Nurul Azma Abu Bakar, and Rohaizah Saad. "Learning beyond borders: lifelong learning and learning culture in Islamic institutions in the pursuit of quality education." Quality Education for All 1, no. 2 (2024): 80–93. http://dx.doi.org/10.1108/qea-01-2024-0010.

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Purpose The concept of lifelong learning and learning culture in education generally refers to the continuous acquisition of knowledge and skills throughout one's life, extending beyond formal education while learning culture is the creation of learning opportunities, resources and support systems that empower individuals to continuously enhance their knowledge and skills. Lifelong learning and a learning culture contribute significantly to the realization of SDG 4 by promoting inclusive, equitable and quality education that prepares individuals for a lifetime of learning and adaptation in a c

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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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Ren, Yuan. "The Development Path of Corporate Universities under the Concept of Lifelong Learning." Region - Educational Research and Reviews 6, no. 12 (2024): 152. https://doi.org/10.32629/rerr.v6i12.3020.

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In order to explore the development path of corporate universities under the concept of lifelong learning, this article analyzes the definition of lifelong learning and its importance in modern enterprises, while elaborating on the main functions of corporate universities, including talent cultivation, knowledge management, and corporate culture communication. Research suggests that corporate universities should establish learning organizations, innovate and optimize their curriculum systems, adopt diversified learning methods, and strengthen learning evaluation and feedback mechanisms to meet

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Nalyvaiko, Oleksii. "Визначення поняття «Lifelong learning» у світовій педагогічній думці". Scientific notes of the pedagogical department 41 (28 грудня 2017): 152–60. https://doi.org/10.5281/zenodo.4906648.

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На основі аналізу наукової літератури, автором було проведено глибокий аналіз різних точко зору вчених щодо визначення поняття «Lifelong learning» та його складових частин. Зокрема з’ясовано, що виникнення поняття«Lifelong-learning» є наслідком поступової трансформації освіти як найважливішого елемента соціальної структури. Виявлено, що поняття «Lifelong learning» включає в себе не тільки потенційні можливості особистісного та професійного розвитку протягом усього життя, а й інституційну систему забезпечення безперервності у загальній і професійній осв

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Alibabić, Šefika, and Kristinka Ovesni. "Savremena tehnologija kao podrška realizaciji koncepta doživotnog obrazovanja i učenja u organizaciji." Obrazovanje odraslih/Adult Education, no. 2 2008 (2008): 69–85. http://dx.doi.org/10.53617/issn2744-2047.2008.8.2.69.

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Possibilities for realization the lifelong education and learning concept in changing environment with the modern technology as a backbone are being discussed in this paper. This also implies redirection of the focal point of theoretical interests from prescriptive paradigms to highly contextualized and specified activities of education and learning. Practical realization of the lifelong education and learning concept at the level of modern company today is mainly based on designing the appropriate context and structural changes (changing information relationships, opening and widening the com

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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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Pryima, Serhii, Yuan Dayong, Olena Anishenko, Yuriy Petrushenko, and Anna Vorontsova. "Lifelong learning progress monitoring as a tool for local development management." Problems and Perspectives in Management 16, no. 3 (2018): 1–13. http://dx.doi.org/10.21511/ppm.16(3).2018.01.

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The concept of learning cities and regions is recently becoming widespread both in the European and global theory of regional development acting as a tool for successful local socio-economic development management of a city and region, development of their human potential, the basis of the regional education policy of countries. Analysis of theoretical principles and, particularly, the practice of implementing the concept of learning cities and regions for Ukraine is currently a necessary condition for its sustainable development, full entry into the European and global economy, as well as the

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Han, Soonghee, and KunJung Choi. "A Posthumanist Approach, Learning Systems as Assemblage, and Post-Lifelong Discourse." Korean Society for the Study of Lifelong Education 29, no. 3 (2023): 1–42. http://dx.doi.org/10.52758/kjle.2023.29.3.1.

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Lifelong learning research is continuously influenced by new scientific trends. The posthumanist approach that has recently moved into the mainstream is also increasingly influencing the understanding of lifelong learning. The posthumanist approach's 'more-than-human' perspective aligns with the attempt to understand human learning from an object-oriented and flat ontological standpoint. Posthumanism redefines ontology, offering a different perspective from the previous anthropocentric worldview, that is, the modernist worldview. In this transitional phase, we aim to address three meaningful q

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Marcinkiewicz-Wilk, Aleksandra, and Ewa Jurczyk-Romanowska. "The development and implementation of ideas of lifelong learning in Europe at the dawn of the 21st century." Journal of Education Culture and Society 9, no. 1 (2018): 39–49. http://dx.doi.org/10.15503/jecs20181.39.49.

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Aim. The aim of article is present the changing of idea of lifelong learning. The article focuses on the idea of lifelong learning. The first part shows the essence of lifelong learning. An attempt has been made to organise concepts like: lifelong learning, lifelong training, continuing education and permanent education, as well as education and adult education, to consequently educe the idea of lifelong learning from the concept of continuing education. Methods. It’s used the literature analysis because of the theoretical character of a paper. Results. In the paper was presented h

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Di Rienzo, Paolo. "The vertical curriculum in the lifelong learning perspective." Revista Eletrônica de Educação 18, no. 1 (2024): e6925214. https://doi.org/10.14244/reveduc.v18i1.6925.

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The paper considers the concept of the vertical curriculum in the lifelong learning conception. The concept of vertical curriculum introduces an issue that marks a discontinuity with transformative values in pedagogical debate and teaching practice. The perspective of lifelong learning modifies and integrates the educational project precisely on the basis of a different temporal conception, not only on the adjustment of organizational structures but on the ecology of development and learning understood as a vital process. In this sense, schools must confront the scientifically proven thesis th

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Hečko, Štefan, Radim Řihák, and Vojtěch Malátek. "Lifelong Learning as Form of Human Resources Development." Kwartalnik Ekonomistów i Menedżerów 33, no. 3 (2014): 36–51. http://dx.doi.org/10.5604/01.3001.0009.4594.

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The article deals with the issue of lifelong education from the view point of the develop‑ ment of the personality of an individual. Nowadays development of national economies is not possible without continuous increasing of the level of education of workers – human resources. Lifelong education thus inevitably interferes into the life of every individual, regardless of their age, sex or job position. These are fundamental starting points from which the article comes out. The objective of the paper is to show that in present days lifelong education has a non‑substitutable place in the developm

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Kolesnikova, I. A. "The culture of lifelong learning: rationale of the concept." Lifelong education: the XXI century 5, no. 1 (2014): 2–22. http://dx.doi.org/10.15393/j5.art.2014.2261.

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Kyvliuk, Olga. "NON-FORMAL EDUCATION IN THE CONCEPT OF LIFELONG LEARNING." Educational Discourse: a collection of scientific papers, no. 1 (September 11, 2017): 22–34. http://dx.doi.org/10.33930/ed.2017.5007.1-2.

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Non-formal continuous education, in our view, is formed on the basis of a person`s beliefs about the likely field of their professional activity and possible vectors of personal development in this field, or as a component of self-development, either self-education in self-realization and self-esteem increase or raising their own status, image and the like. The boundaries of this field, on the one hand, are determined by the level of development of the relevant science that is a theoretical and methodological basis of professional activities and relevant innovative experiences, and on the othe

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Tuşa, Ana, Claudiu Sorin Voinia, and Dănuţ Dumitru Dumitraşcu. "Comparative Analysis For The Implementation Of The Concept: Lifelong Learning In Places Like France, Germany, Finland, Romania." Balkan Region Conference on Engineering and Business Education 1, no. 1 (2014): 573–76. http://dx.doi.org/10.2478/cplbu-2014-0101.

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AbstractThe paper includes a comparative analysis in terms of lifelong learning in countries like France, Germany, Finland and Romania. The objectives: Update on the definition of each star on lifelong learning concept; Comparison strategies associated with lifelong learning for the countries analyzed; Tracking the contribution of different levels of educational system in terms of lifelong learning. The research was based on studying scientific literature from the country and abroad and it was based on questionnaires distributed. The results of investigation showed that success is related to t

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Cloonan, Martin, and Beth Crossan. "Lifelong Learning: Exploring the Issues in an Area of Social Deprivation in Scotland." Scottish Educational Review 34, no. 1 (2002): 76–85. http://dx.doi.org/10.1163/27730840-03401008.

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This article explores ways in which the Scottish Executive’s policy of lifelong learning is played out in an area of social deprivation in Scotland. It draws on data produced as part of research which investigated barriers and motivations to learning in Greater Govan, Glasgow. Our work took place at a time when notions of lifelong learning and widening access to educational opportunities to those traditionally excluded from post-compulsory education were high on the political agenda. We present lifelong learning as a contested concept, an idea which frames our work. The article provides an ove

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Lee, Ji Yeong, and Seong-Hie Park. "The Development Process of a Village Lifelong Learning Center in City A and the Concept of Village Lifelong Learning in a Residential Area." Korean Society for the Study of Lifelong Education 30, no. 2 (2024): 209–31. http://dx.doi.org/10.52758/kssle.2024.30.2.209.

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The purpose of this study is to suggest ways to develop lifelong learning center in City A and development Plan for lifelong learning in Everyday life. The research questions are: How did the lifelong learning center in City A grow and what are the ways to develop lifelong education plan in Everyday life? It was found that the lifelong learning center of City A grew from an embryonic stage where residents resisted education due to lack of shared vision and goals, to a challenging stage where the lifelong education council was formed and focused on developing lifelong education programs based o

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Бочелюк, В. "ФОРМУВАННЯ ПРОФЕСІЙНИХ ТА ЖИТТЄВИХ КОМПЕТЕНЦІЙ В КОНЦЕПЦІЇ LIVELONG LEARNING: ДОСВІД ПСИХОЛОГІВ". Вісник ХНПУ імені Г. С. Сковороди "Психология", № 61 (2019): 8–39. http://dx.doi.org/10.34142/23129387.2019.61.01.

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Relevance of the problem: The concept of lifelong learning is the leading educational and political strategy of the advanced countries around the world. Attracting adults into training helps to cope with life crises, enhances their well-being and health, contributes to their personal development, social activity, and cultural growth. This eventually determines the economic and social well-being of the entire society. But in Ukraine the implementation of this model is not fully effective, which fact entails a scientific discussion. Aim: to analyze the ways of introducing adult education in Ukra

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Zyryanov, V. V., and A. D. Odinova. "SOCIOLOGICAL EVALUATION OF THE POSSIBILITIES OF IMPLEMENTING THE CONCEPT “LIFELONG LEARNING” IN MODERN RUSSIA." Вестник Удмуртского университета. Социология. Политология. Международные отношения 4, no. 1 (2020): 7–19. http://dx.doi.org/10.35634/2587-9030-2020-4-1-7-19.

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The study is devoted to the analysis of the implementation of the "lifelong learning" concept in Russia. To study the problem, we used both secondary data from surveys conducted by the VTsIOM and HSE University, as well as information obtained by the authors during expert interviews with teachers of higher education, tutors of business education and scholars involved in educational issues. The logic of the study involved a consistent acquaintance with the concept of lifelong education, the presentation of the structure of modern Russian education, and the inclusion of various groups of the pop

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Klapan, Anita, Marija Šaravanja, and Marijeta Mašić. "Mostar university students' self-assessment of lifelong learning competencies." Andragoška spoznanja 21, no. 2 (2015): 79–93. http://dx.doi.org/10.4312/as.21.2.79-93.

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The introductory part of this paper defines the concept of lifelong learning and describes the key competencies for lifelong learning as defined by the European Union. The empirical part of the paper outlines the results of the research on students’ self-assessment of lifelong learning competencies. The goal of the research was to re-evaluate students’ self-assessment of lifelong learning competencies and to establish whether or not there is a significant difference in attitudes towards the usage and assessment of lifelong learning competencies among students of various study programmes. The r

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Agustina, Yulia, and Hary Murcahyanto. "Optimalisasi Penerapan Literasi Digital pada Pendidikan Sepanjang Hayat." Journal of Elementary School (JOES) 6, no. 2 (2023): 598–609. http://dx.doi.org/10.31539/joes.v6i2.6128.

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This research aims to describe the stages of learning in the concept of lifelong education, the role of education in lifelong education, building interest in digital literacy in learning, and realizing lifelong education through digital literacy skills. This research uses a qualitative descriptive method. The data used were the results of observations and interviews taken randomly in several primary and secondary schools in the East Lombok district. Data triangulation: observation, interviews, and documentation were used in data collection and data verification. The interactive model was used

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Lin, Liping. "Study on the Trajectory of the Integrated Development of Vocational Education and Lifelong Education." Journal of Higher Vocational Education 1, no. 2 (2024): 66–72. http://dx.doi.org/10.62517/jhve.202416212.

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In the face of new challenges and opportunities in China's vocational education development, it is imperative to firmly establish the concept of lifelong learning in order to meet the demands of social and economic progress. This paper conducts a comprehensive analysis of the existing issues in vocational education and lifelong learning, identifies their root causes, draws upon successful experiences from developed countries in integrating lifelong vocational education, proposes a novel mechanism for merging vocational education with lifelong learning, and presents a fresh approach towards ali

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Dichaba, Mpho M. "Lifelong Learning in the Age of Data: Opportunities and Policy Impact." Journal of Intellectual Disability - Diagnosis and Treatment 9, no. 1 (2021): 64–70. http://dx.doi.org/10.6000/2292-2598.2021.09.01.8.

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Lifelong learning as a concept and academic field of study is growing, particularly in developing countries. In South Africa, lifelong learning means to respond to socio-economic and political challenges through continuous learning. The capacity buildings at adulthood in developing countries require proper policy management and implementation. This article provides insights into the conceptual understanding of lifelong learning from a policy angle and argued for data transformation in education for South Africa to achieve sustainable development. Thus, the analysis includes unravelling the mea

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Longworth, Norman. "Special Focus: Lifelong Learning — The Challenge and Potential for Industry and Higher Education." Industry and Higher Education 9, no. 4 (1995): 205–16. http://dx.doi.org/10.1177/095042229500900403.

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The papers which follow in this special focus on lifelong learning are based on presentations at the First Global Conference on Lifelong Learning, held in Rome on 30 November–2 December 1994. In this introductory paper, Norman Longworth discusses the concept, definition and practice of lifelong learning and assesses why its importance and significance for the future are increasingly appreciated and stressed. He also sets out and discusses the main themes of the Rome conference, and analyses their implications and challenges specifically for business and higher education. Finally he describes t

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Zinab, Elfituri, and Sharif Abir. "The Transition of Medical Education from Traditional to Lifelong Learning and Its Impact on Health Care Providers: A Review Article." Alq J Med App Sci 6, no. 2 (2023): 419–23. https://doi.org/10.5281/zenodo.8218020.

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Lifelong learning is a concept that has been recognized by governments and educational institutions worldwide as essential to keeping pace with the rapidly changing world. In the field of medicine, continuous professional development (CPD) is an integral part of a physician's lifelong learning journey. Over time, the term "Continuing Medical Education" (CME) has replaced CPD, although both terms are used interchangeably. Lifelong learning is considered an integral component of professionalism and practice-based learning and improvement in medical education. Therefore, it is essen

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Hasan, Mawardi. "THE CONCEPT OF LIFELONG EDUCATION IN ISLAM." Ar Raniry : International Journal of Islamic Studies 4, no. 2 (2018): 257. http://dx.doi.org/10.20859/jar.v4i2.139.

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<p><em>Lifelong education is a concept of continuous learning from the cradle to the end of life, in line with the phases (stages) of human development. Education is a process that contains the spirit to bring hope to learners. Because humans have desires to do well and be advanced in various aspects of life, a practical level of education is really needed due to the fact that education is the most effective process for humans to meet those needs. Islam as the most perfect religion has the doctrine that human life takes place in two dimensions: the dimension of the world and the di

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Liu, Qianhexin. "Intergenerational Learning and the Elderly-friendly Learning Society." Lecture Notes in Education Psychology and Public Media 11, no. 1 (2023): 243–49. http://dx.doi.org/10.54254/2753-7048/11/20230749.

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Nowadays, as the value of lifelong learning grows, the topics of how to build a learning society and how to promote lifelong learning are becoming increasingly important. Research has suggested that intergenerational learning can be a bridge to convey the concept of lifelong learning while missing parts about connecting the elderly to it. By incorporating the paper and research reviews, this paper will first discuss what intergenerational education is and why it is needed in Chinese society today. Additionally, this paper will examine the existing case study to present and analyze how intergen

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Encarnação, J., M. Mengel, P. Bono**, et al. "A concept and system architecture for IT-based Lifelong Learning." Computers & Graphics 22, no. 2-3 (1998): 319–93. http://dx.doi.org/10.1016/s0097-8493(98)00044-2.

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Nicolau, Adrian. "Structural funds and the concept of lifelong learning in Romania." Procedia - Social and Behavioral Sciences 2, no. 2 (2010): 5625–29. http://dx.doi.org/10.1016/j.sbspro.2010.03.917.

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Gopee, Neil. "Self assessment and the concept of the lifelong learning nurse." British Journal of Nursing 9, no. 11 (2000): 724–29. http://dx.doi.org/10.12968/bjon.2000.9.11.6264.

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Vdovenko, І. S., and О. I. Vdovenko. "INTERACTIVE ESSENCE OF LIFELONG LEARNING IN CONCEPT OF COMPETITIVENESS FORMATION." Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences 1, no. 9 (2023): 22–39. http://dx.doi.org/10.32755/sjeducation.2023.01.022.

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The article investigates the influence of factor of education on competitiveness formation of specialists, organization, country, and on this basis providing of high level of vital functions of population. Attention is paid on interactive character of education, consideration of its constituents in the wide spectrum of co-operations and mutual relations, following and sequence of becoming of end-point, namely: acquisition of knowledge, abilities and skills in the process of transition from more subzero levels of education to next higher. Marked, that the concept of forming of competitiveness a

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Yuzkiv, Halyna, Valentyna Hrebenova, Anatolii Humenchuk, Kaleriia Kovalova, and Alina Ferree. "Forms and methods of involving students in lifelong learning." LAPLAGE EM REVISTA 7, no. 2 (2021): 662–70. http://dx.doi.org/10.24115/s2446-6220202172973p.662-670.

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The article attempts to identify effective ways to earn student youth to implement the concept of "lifelong learning" in higher education based on a survey. 200 answers of respondents from different faculties of the Vinnytsia Mykhailo Kotsiubynsky State Pedagogical University of EQL are generalized. It was found that the most effective formal and methodological methods are gamification, multimedia in the complex, digital tools, machine memorization; P-invariant GMNet, educational training, podcasts, scientific debates. The study indicates the lack of a comprehensive scientific analysis of the

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Oyun, Tsengelbaatar, Naranchimeg Dorjpalam, and Shiilegmaa Yaish. "A Survey of Lifelong Learning Policy Implementation in Mongolia: Example of National Literacy Education Program." Lavai - International Journal of Education 21, no. 32 (2025): 15–24. https://doi.org/10.5564/lavai.v21i32.3976.

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The concept of lifelong learning encompasses a wide range of learning types, including formal, informal and non-formal learning. It also includes the skills, knowledge, attitudes and behaviors that people acquire through their day-to-day experiences. In this study, we examined current status of lifelong learning policy implementation and stakeholders involved in its execution using various methods. We selected and analyzed the “National Literacy Education Program” to examine current status of lifelong learning policy implementation. We collected and used the secondary sources data from previou

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Zhao, Yue. "A Study on the Role of Lifelong Learning in English Teaching." Education Reform and Development 6, no. 3 (2024): 146–51. http://dx.doi.org/10.26689/erd.v6i3.6625.

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Under the background of lifelong education, English teaching in colleges and universities should be based on education and teaching methods, pay attention to students’ emotional experience, and help them overcome difficulties encountered in English learning. Through the guidance and training by teachers, we can strengthen students’ self-learning awareness, build their self-confidence, create an English learning atmosphere, reduce tensions in English teaching, and ensure that students’ English skills can be improved. The role of lifelong learning in English teaching is reflected in many aspects

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