This presentation will provide an introduction to the concept of lifelong learning, exploring its relevance and potential for future human development. Lifelong learning – comprising learning in formal education, in non-formal contexts and informal ways – plays an increasingly important role within society and also within the higher education sector. Universities have a social responsibility towards society, conducting research that benefits society, making research results widely and openly available, communicating research to the wider community, and providing learning opportuntities for people of all ages and social backgrounds.

Increasingly, the global community acknowledges that lifelong learning – available to all, at every stage and in every sphere of people’s lives – is key to addressing the multiple challenges faced by humanity. Lifelong learning fosters people’s capacity to deal with change and to build the future they want. This is profoundly important given the disruption and uncertainly resulting from the familiar threats and opportunities of demographic change, the climate crisis, the rapid advance of technology and, more recently, the COVID-19 pandemic. In such uncertain times, new ways of learning provision have to be found.

Learner autonomy is the foundation of this lifelong learning culture. Learning to learn has become a basic competence, as has managing one’s own learning journey and creating one’s own learning biography. Understanding all levels of learning as learner-centric presents a crucial shift to fundamentally thinking and planning education with demand in mind. This way, learners are active agents rather than passive recipients of prescribed knowledge. They co-design and use any learning process and its outcomes actively to realize their potential as fully as possible.

Learning is understood as a collective process, taking place among peer groups, within communities and across generations. Education emphasizes becoming global citizens who care about each other, other communities and the planet. Consequently, lifelong learning is for all, and learning opportunities can be created for and with the most excluded learners. There is a global learning ecosystem, built collectively to inspire and empower learners with a plethora of opportunities. The learning ecosystem integrates diverse learning modalities fluidly, including all digital-based and real-life experiential learning as well as blends of formal, non-formal and informal learning. The learning opportunities allow for planned or spontaneous, individual of collective learning. There is easy access to face-to-face and online learning opportunities as local infrastructure, global connectivity and sponsored devices are available for all. New pedagogical and andragogical principles have been developed, including innovative blended learning concepts that integrate digital and face-to-face elements while considering learners’ specific needs.

The presentation will link these future-oriented ideas of lifelong learning with the higher education context, the open science movement and explore ways in which research-based knowledge can be provided to learners in different contexts.

The Active Ageing Framework has been adapted as a global strategy in ageing policies, practices and research over the last decade. Lifelong learning, however, has not been fully integrated into this discourse. Using survey data provided by 416 adults (aged 60 years and above) enrolled in non-formal general-interest courses in a public continuing education programme in Canada, this study examined the association between older adults’ duration of participation in the courses and their level of psychological wellbeing, while taking their age, gender, self-rated health and vulnerability level into consideration. An analytical framework was developed based on the literature of old-age vulnerabilities and the benefits of lifelong learning. Two logistic regression and trend analyses were conducted. The results indicate that older adults’ participation is independently and positively associated with their psychological wellbeing, even among those typically classified as ‘vulnerable’. This result provides additional evidence that suggests the continuous participation in non-formal lifelong learning may help sustain older adults’ psychological wellbeing. It provides older learners, even those who are most vulnerable, with a compensatory strategy to strengthen their reserve capacities, allowing them to be autonomous and fulfilled in their everyday life. The result of this study highlights the value of the strategic and unequivocal promotion of community-based non-formal lifelong learning opportunities for developing inclusive, equitable and caring active ageing societies.

Lifelong learning is believed to have physical, social and emotional benefits for older adults. In recognition of this, numerous programmes encouraging learning in later life exist worldwide. One example is the University of the Third Age (U3A) – a lifelong learning co-operative rooted in peer-support and knowledge sharing. This article is based on a collaborative study conducted by university researchers and members of a U3A in North-East England (United Kingdom) investigating the social inclusivity of the group in light of low attendance levels among those from social housing and non-professional backgrounds. A qualitative approach comprising semi-structured interviews and focus groups was adopted to explore knowledge and experience of lifelong learning and the U3A. Sixty individuals aged 50+ were interviewed. The demographic profile of participants largely reflected the socio-economic make-up of the area, with the majority living in areas of high socio-economic deprivation. Several barriers to lifelong learning were revealed, including: poor health, insufficient transport and caring responsibilities. Regarding U3A participation, three exclusionary factors were outlined: lack of knowledge, organisational name and location. Poor comprehension of the purpose and remit of the U3A can result in the development of ‘middle-class' myths regarding membership, perpetuating poor participation rates among lower socio-economic groups. Such perceptions must be dispelled to allow the U3A to fulfil its potential as a highly inclusive organisation.

There is growing interest in factors which can contribute to the wellbeing of older adults. Participation in learning could have beneficial effects, but to date research on the benefits of learning has tended to focus on young people or those in mid-life and there is currently little evidence on the impact of learning on the wellbeing of older adults. In this paper we provide new, quantitative evidence on the relationship between participation in learning and the wellbeing of older adults. Our study used data from the English Longitudinal Study of Ageing (ELSA), a continuing, longitudinal survey of older adults. To measure wellbeing we used the CASP-19 instrument, a subjective wellbeing measure which is available at all waves of the ELSA survey. Respondents were asked about four types of learning activity: obtaining qualifications; attendance at formal education/training courses; membership of education, music or arts groups or evening classes; membership of sports clubs, gym and exercise classes. To take account of unobservable factors which might influence wellbeing, we applied fixed effects panel regressions to four waves of ELSA data. Learning was associated with higher wellbeing after controlling for a range of other factors. We found evidence that more informal types of learning were associated with higher wellbeing. There was no evidence that formal education/training courses were associated with higher wellbeing.

The Internet is an important information source for health practitioners; yet little is known of how radiation therapists (RTs) are currently using this vast information resource for their professional learning. In 2007, a four-page postal survey was sent to a random sample of 1,142 Medical Radiation Science practitioners with a response rate of 32.8%, which included 76 RTs. This paper reports and analyses the questionnaire responses from RTs on the use of the Internet to update their professional knowledge and issues affecting accessibility to the Internet in the workplace. This research provides an initial data set on the professional use of Internet-based tools and resources by Australian RTs. It has been shown that the Internet is an important information source widely used by RTs as they search the Internet (89%), access specific web pages (85%), use e-mail (84%) and listservs (49%) to update their professional knowledge. Although all RTs reported Internet access within their workplace, a number of factors have been identified which at present limit accessibility of current quality health and medical information through the Internet to RTs. A large number of RTs were unaware of Internet-based resources, such as Cochrane Library (48%) and GoogleScholar (42%), which support evidence-based practice (EBP) and research. RTs in teaching environments had greater access to computers with Internet access than their colleagues in non-teaching environments (p = 0.044). More RTs in the private sector (22%) reported they had ‘no’ access to the Internet in their workplace than their public sector colleagues (4%, p = 0.037). In addition, RTs in metropolitan workplaces had greater access to protected time during work hours for professional reading or study than their non-metropolitan colleagues (p = 0.000). These issues of non-uniformity of resources across workplaces and knowledge gaps within the profession must be addressed so that all RTs can avail themselves of high quality resources available through the Internet that support them in implementing EBP and meeting the mandatory requirement of updating their professional knowledge.

Although the need for lifelong learning, with implications for the development of all primary healthcare team members has been emphasized by policy documents and the new General Medical Services (nGMS) contracts, inter-professional facilitators and barriers for lifelong learning have not been fully investigated. This article presents common facilitators and barriers to lifelong learning as perceived by both implementers and recipients of a regional primary care workforce development strategy. It is based on a wider formative explorative evaluation study involving semi-structured interviews and focus groups in 22 primary care trusts (PCTs) and associated general practitioner (GP) practices in South East England. Twenty-nine strategy implementers, comprising Associate Deans, Lifelong Learning Advisors, Primary Care Workforce Tutors, GP Tutors, PCT Educators, were interviewed and 12 took part in two focus groups. Thirty-one strategy recipients, GPs, Practice Managers, Practice Nurses were also interviewed. Interviews and focus groups were recorded, transcribed verbatim and analysed using thematic framework analysis. This study provides evidence that traditional cultures, marked by a lack of inter-professional learning still exist in primary care settings and may obscure lifelong learning. Common facilitators to both implementers and recipients were influential professional networks, managerial and peer support, recent policy changes and protected learning time. Common barriers to both groups were insufficient organizational support, time constraints, lack of funding and boundaries between PCTs and general practices. Strategies to overcome barriers and reinforce facilitators need further exploration. PCTs and general practices should become learning organizations that provide continuous learning opportunities, support collaboration and foster links between organizations and individuals. Lifelong learning development can only flourish when a support system is created, composed of clearly allocated time, budgets and a sustainable support framework.

This paper describes the complexity of the Baltic archipelago, and the navigational and operational processes involved in piloting these waters. This four year ethnographic study shows how piloting is learned, performed, and passed on to the next generation of pilots. The blend of new technology and old methods is discussed, the indivisibility of working and learning, and the individuality of the mental constructs of the mariners/pilots.