Analyzing Teachers’ Perception of the Development of Lifelong Learning as Personal, Social and Learning to Learn Competence in University Students

In recent decades, European education systems and policies have prioritized the need for lifelong learning for all citizens, both within and outside the education system. This research is an observational study using a cross-sectional quantitative design involving 446 participants from Spain, Mexico...

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Authors: García-Toledano Mayoral, Eduardo, Gracia Zomeño, Andrea, Farinho, Paula, Correia Marujo Picado, Luís Miguel
Format: article
Publication Date:2023
Country:España
Institution:Universidad de Castilla-La Mancha
Repository:RUIdeRA. Repositorio Institucional de la UCLM
OAI Identifier:oai:ruidera.uclm.es:10578/35520
Online Access:https://doi.org/10.3390/educsci13111086
https://hdl.handle.net/10578/35520
Access Level:Open access
Keyword:Llifelong learning
Personal
Social and learning to learn competence
Educational innovation
Active methodologies
Teacher perception
University students
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spelling Analyzing Teachers’ Perception of the Development of Lifelong Learning as Personal, Social and Learning to Learn Competence in University StudentsGarcía-Toledano Mayoral, EduardoGracia Zomeño, AndreaFarinho, PaulaCorreia Marujo Picado, Luís MiguelLlifelong learningPersonalSocial and learning to learn competenceEducational innovationActive methodologiesTeacher perceptionUniversity studentsIn recent decades, European education systems and policies have prioritized the need for lifelong learning for all citizens, both within and outside the education system. This research is an observational study using a cross-sectional quantitative design involving 446 participants from Spain, Mexico and Chile. The objective of this study is as follows: To understand how active methodologies impact the development and mastery of Personal, Social and Learning to Learn competence (PSLL) throughout the life of university students. The INNOVAPRENDE questionnaire, previously validated by 17 university experts and comprised of 43 items, was implemented. It is considered essential for students to develop a series of competences, in addition to acquiring knowledge, since lifelong learning is a necessity. It has been shown that less experienced teachers (vs. more experienced teachers), men (vs. women), and teachers with PSLL training during their university studies (vs. teachers with training during their work experience or without experience) have a more negative perception of their students’ overall development of PSLL. In conclusion, it should be emphasized that lifelong learning as PSLL is an educational paradigm open to any educational stage of teachers’ and learners’ lives.MDPI202420242023info:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.3390/educsci13111086https://hdl.handle.net/10578/35520reponame:RUIdeRA. Repositorio Institucional de la UCLMinstname:Universidad de Castilla-La ManchaInglésEDUCALITY Research Group of the University of Castilla-La Manchainfo:eu-repo/semantics/openAccessAttribution-NonCommercial-NoDerivs 3.0 Spainhttp://creativecommons.org/licenses/by-nc-nd/3.0/es/oai:ruidera.uclm.es:10578/355202026-05-27T07:36:41Z
dc.title.none.fl_str_mv Analyzing Teachers’ Perception of the Development of Lifelong Learning as Personal, Social and Learning to Learn Competence in University Students
title Analyzing Teachers’ Perception of the Development of Lifelong Learning as Personal, Social and Learning to Learn Competence in University Students
spellingShingle Analyzing Teachers’ Perception of the Development of Lifelong Learning as Personal, Social and Learning to Learn Competence in University Students
García-Toledano Mayoral, Eduardo
Llifelong learning
Personal
Social and learning to learn competence
Educational innovation
Active methodologies
Teacher perception
University students
title_short Analyzing Teachers’ Perception of the Development of Lifelong Learning as Personal, Social and Learning to Learn Competence in University Students
title_full Analyzing Teachers’ Perception of the Development of Lifelong Learning as Personal, Social and Learning to Learn Competence in University Students
title_fullStr Analyzing Teachers’ Perception of the Development of Lifelong Learning as Personal, Social and Learning to Learn Competence in University Students
title_full_unstemmed Analyzing Teachers’ Perception of the Development of Lifelong Learning as Personal, Social and Learning to Learn Competence in University Students
title_sort Analyzing Teachers’ Perception of the Development of Lifelong Learning as Personal, Social and Learning to Learn Competence in University Students
dc.creator.none.fl_str_mv García-Toledano Mayoral, Eduardo
Gracia Zomeño, Andrea
Farinho, Paula
Correia Marujo Picado, Luís Miguel
author García-Toledano Mayoral, Eduardo
author_facet García-Toledano Mayoral, Eduardo
Gracia Zomeño, Andrea
Farinho, Paula
Correia Marujo Picado, Luís Miguel
author_role author
author2 Gracia Zomeño, Andrea
Farinho, Paula
Correia Marujo Picado, Luís Miguel
author2_role author
author
author
dc.subject.none.fl_str_mv Llifelong learning
Personal
Social and learning to learn competence
Educational innovation
Active methodologies
Teacher perception
University students
topic Llifelong learning
Personal
Social and learning to learn competence
Educational innovation
Active methodologies
Teacher perception
University students
description In recent decades, European education systems and policies have prioritized the need for lifelong learning for all citizens, both within and outside the education system. This research is an observational study using a cross-sectional quantitative design involving 446 participants from Spain, Mexico and Chile. The objective of this study is as follows: To understand how active methodologies impact the development and mastery of Personal, Social and Learning to Learn competence (PSLL) throughout the life of university students. The INNOVAPRENDE questionnaire, previously validated by 17 university experts and comprised of 43 items, was implemented. It is considered essential for students to develop a series of competences, in addition to acquiring knowledge, since lifelong learning is a necessity. It has been shown that less experienced teachers (vs. more experienced teachers), men (vs. women), and teachers with PSLL training during their university studies (vs. teachers with training during their work experience or without experience) have a more negative perception of their students’ overall development of PSLL. In conclusion, it should be emphasized that lifelong learning as PSLL is an educational paradigm open to any educational stage of teachers’ and learners’ lives.
publishDate 2023
dc.date.none.fl_str_mv 2023
2024
2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://doi.org/10.3390/educsci13111086
https://hdl.handle.net/10578/35520
url https://doi.org/10.3390/educsci13111086
https://hdl.handle.net/10578/35520
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv EDUCALITY Research Group of the University of Castilla-La Mancha
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
Attribution-NonCommercial-NoDerivs 3.0 Spain
http://creativecommons.org/licenses/by-nc-nd/3.0/es/
eu_rights_str_mv openAccess
rights_invalid_str_mv Attribution-NonCommercial-NoDerivs 3.0 Spain
http://creativecommons.org/licenses/by-nc-nd/3.0/es/
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv reponame:RUIdeRA. Repositorio Institucional de la UCLM
instname:Universidad de Castilla-La Mancha
instname_str Universidad de Castilla-La Mancha
reponame_str RUIdeRA. Repositorio Institucional de la UCLM
collection RUIdeRA. Repositorio Institucional de la UCLM
repository.name.fl_str_mv
repository.mail.fl_str_mv
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