Perspectives of lifelong education in Portuguese higher education: a critical analysis of learning outcomes

Diana Soares, Diana Dias

Research output: Contribution to journalArticlepeer-review

3 Citations (Scopus)

Abstract

Nurturing students’ continuous learning is a current trend in the higher education agenda. Curricula and academic contents should enable students to take part in stimulating learning experiences, as well as promoting both developing and training opportunities in the course of their lives and careers. Despite the relevance given to lifelong learning in the educational system, there are still some open questions: how this concept is understood and put into practice by higher education institutions? The paper aims to analyse the conceptions of lifelong learning as reflected on the learning outcomes proposed in a sample of study programs. A qualitative methodology and a data-driven approach are adopted to explore the content of the learning outcomes proposed in 10% of total study programs submitted to quality accreditation, since 2009. Generally, results reveal that higher education institutions are committed to the lifelong learning paradigm, particularly in master and PhD degrees. Students are expected to ‘invest in personal and professional development through life’, to ‘develop learning competences through life’, as well as to ‘foster lifelong learning’. This study provides a better understanding of the range of perspectives and the relevance given to lifelong learning as a valuable learning outcome.
Original languageEnglish
Pages (from-to)148-156
Number of pages9
JournalInternational Journal of Lifelong Education
Volume38
Issue number2
DOIs
Publication statusPublished - 4 Mar 2019
Externally publishedYes

Keywords

  • Lifelong learning
  • curricula
  • higher education (HE)
  • learning outcomes

Fingerprint

Dive into the research topics of 'Perspectives of lifelong education in Portuguese higher education: a critical analysis of learning outcomes'. Together they form a unique fingerprint.

Cite this