Research Papers

Document Type

Conference Paper

Abstract

Lifelong learning is becoming increasingly important in the field of engineering. Higher education institutions (HEIs) are responsible for the transfer of field-specific knowledge, but also for preparing students for LLL. To do so, HEIs need a clear view of the extent to which engineering students are prepared for LLL. Research suggests two approaches in the assessment of LLL, namely (1) a holistic approach measuring general preparedness for LLL and (2) a specific approach measuring a subcompetency of LLL. The current study combines both approaches by using Kirby’s lifelong learning scale (LLS) and Grant’s Self-Reflection and Insight Scale (SRIS). Firstly, a correlation is found between the scales supporting the hypothesis that selfreflection is a subcompetency of LLL and the SRIS is useful for measuring preparedness for LLL. Secondly, the results indicate that early engineering students already have a relatively high level of self-reported LLL competencies, but with considerable room for growth resulting in a challenge for engineering education.

DOI

https://doi.org/10.21427/F17Y-CR90

Creative Commons License

Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

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