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.
Original language | English |
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Pages (from-to) | 356-365 |
Number of pages | 10 |
Journal | European Society for Engineering Education (SEFI) |
DOIs | |
Publication status | Published - 2023 |
Externally published | Yes |
Keywords
- lifelong learning
- engineering education
- self-reflection
- higher education institutions
- preparedness
- competencies
- Higher education
- Competencies
- Lifelong learning
- Self-reflection
- Engineering education