Lifelong Learning (Competencies) – Conceptualisation & Engagement in Industry and Academia

Research Paper Recommended citation: Van Den Broeck, L., Dujardin, R., Cooke, N., Griffiths, J., Kalman, A., Polmear, M., & Smith, C. (2025). Lifelong Learning (Competencies) – Conceptualisation & Engagement in Industry and Academia. In Kangaslampi, R., Langie, G., Järvinen, H.-M., & Nagy, B. (Eds.), SEFI 53rd Annual Conference. European Society for Engineering Education (SEFI), Tampere, Finland. DOI: 10.5281/zenodo.17631875. This Conference Paper is brought to you for open access by the 53rd Annual Conference of the European Society for Engineering Education (SEFI) at Tampere University in Tampere, Finland. This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License. LIFELONG LEARNING (COMPETENCIES) – CONCEPTUALISATION & ENGAGEMENT IN INDUSTRY AND ACADEMIA L. Van den Broeck a, 1 , R. Dujardin a, N. Cooke b, C.J.M. Smith c, A. Kalman d, J. Griffiths e, M. Polmear f a KU Leuven, LESEC, Faculty of Engineering Technology, ETHER, Leuven, Belgium, 0000-0002-6276-7501 0000-0003-4584-8446 b University of Birmingham, Birmingham, United Kingdom, 0000-0003-2247-0663 c Glasgow Caledonian University, Glasgow, United Kingdom, 0000-0001-5708-6341 d University of Nyíregyháza , Nyíregyháza, Hungary, 0000-0002-0225-7921 e University College London, London, United Kingdom f King’s College London, London, United Kingdom, 0000-0002-7774-6834 Conference Key Areas: Engineering skills, professional skills, and transversal skills, Continuing education and life-long learning in engineering Keywords: lifelong learning, self-regulation, autonomous motivation, adaptability, resilience ABSTRACT With rapid technological advancements and changing labour market demands, employees must continually update their skills and engage in Lifelong Learning (LLL). This study, a collaboration between SEFI SIGs, aims to explore how academic engineering staff and engineers in industry conceptualise, develop, and engage in LLL (competencies). Data was gathered from 52 participants through a survey. Results of a thematic analysis indicate that autonomous motivation and self-regulation are the most frequently mentioned LLL competencies, highlighting their importance in acting as lifelong learners. Participants report high levels of confidence in their abilities across various LLL competencies, with the highest confidence in LLL in general. Engagement in LLL activities varies, with most participants engaging daily or weekly. Informal learning emerges as the most frequently mentioned learning type, reinforcing its critical role in LLL. This research provides valuable insights into the multifaceted nature of LLL within the engineering community and its implications for continuous development and innovation. 1 Corresponding Author L. Van den Broeck [email protected] 1 INTRODUCTION With rapid technological advancements and changing labour market demands, employees must continually update their skills (Campbell et al., 2021; Cesco et al., 2021; OECD, 2021) and engage in lifelong learning (LLL). However, there has been a lot of debate around what LLL exactly entails (Qalehsari et al., 2017). A critical review by Dujardin et al. (in press), analysed 40 definitions of LLL, resulting in this comprehensive definition: “the development of competencies throughout life, undertaken by an individual for personal or professional reasons, through formal, nonformal, and informal learning.” This definition answers five “What, when, why, who, how” questions: When does LLL take place? What is done during LLL? Why is LLL important? Who engages in LLL? How does someone engage in LLL? Before individuals can actively engage in LLL they must develop the necessary competencies to act as a continuous learner and perpetual student; a perspective stressed by (Hojat et al., 2003, 2006). A new comprehensive LLL framework distilled from a broad systematic literature review, shows that to be effective lifelong learners, individuals should develop six competencies: information literacy, self-regulation & self-direction, autonomous motivation, learning beliefs & strategies, initiative & perseverance, and adaptability & resilience (Van den Broeck et al., 2024). With the two theoretical studies on LLL and LLL competencies, it is now crucial to gain deeper insights into how these concepts are applied in practice. This current study is a SEFI SIG collaboration of Engineering Skills, Capacity Building, and Continuing Engineering Education and Lifelong Learning. The work arises from an acknowledgement that engineering employees must continuously update and upskill their competencies to keep pace with technology change and labour market shifts (European Commission 2019, OECD 2019). This consequent reduction in the half-life of knowledge requires more than ever the need to advocate LLL to maintain and improve employability (Employers statement, 2019; Yap & Tan, 2022). We are therefore interested in determining how academic engineering staff and engineers in industry conceptualise LLL and to what extent they can engage in it. This results in the following research question: How do engineering educators and professionals individually conceptualise, develop, and engage in LLL competencies? 2 METHODOLOGY 2.1 Sample and procedure Data was gathered from academic engineering staff and engineers in industry between July 10th, 2024, and February 3rd, 2025. Participants were invited using a range of strategies including social media promotion, and mailing through professional networks. A total of 52 individuals responded, with participation being voluntary and without compensation. Ethical permission was granted by KU Leuven’s Social and Societal Ethics Committee (G-2022-5292-R2(MAR)). 2.2 Survey The survey (to be added as supplemental material in virtual repository) was designed to gather detailed information on participants' backgrounds, their conceptualization of LLL, and their perceptions of the importance, confidence, and development of LLL competencies. The survey included the six competencies of the comprehensive LLL framework, mentioned above. a) Background Information Participants provided information on their gender, current workplace, years of experience, and country of residence. b) Conceptualization of LLL (Competencies) Participants were asked to explain what LLL means to them and to identify the competencies (a combination of knowledge, skills, and attitudes) they believe are necessary to act as lifelong learners. c) Importance, Confidence, and Developing LLL (Competencies) Participants indicated their perceptions via a four-point Likert scale on the following questions: • Importance: How important do you think these competencies are in engineering practice? (1 = Not important, 2 = Somewhat important, 3 = Important, 4 = Very important, or I don’t know). • Confidence: How confident are you in your own ability in the following competencies? (1 = Not confident at all, 2 = Somewhat confident, 3 = Confident, 4 = Very confident, or I don’t know). • Development: How frequently do you actively work on developing the following competencies? (1 = Never, 2 = Sometimes, 3 = Often, 4 = Very often, or I don’t know). d) Engagement in LLL Participants were asked about their engagement in LLL activities: • Frequency: How often do you have the opportunity to engage in LLL? (Daily, weekly, monthly, seasonal, yearly, never, or other). • Types of engagement: In which LLL opportunities did you engage in the last 12 months? • Eye-opening experiences: Can you think of a specific episode that was an eyeopener regarding your view on lifelong learning? Where were you? What were you doing? Who were you with? What happened? What did you learn? 2.3 Analysis Descriptive statistics are used to summarize the background information of the participants. Responses regarding the conceptualisation of lifelong competencies are analysed using deductive thematic analysis, categorising the definitions and competencies according to the five characteristics of LLL and coding them into the six competency categories as introduced in section 1. Furthermore, the definitions are analysed deductively using the five characteristics. The importance, confidence, and development of competencies were assessed using mean scores for academic engineering staff and engineers in industry, based on a four-point Likert scale. Engagement in LLL activities are analysed through descriptive statistics and qualitative analysis of open-ended questions, providing insights into the frequency and types of LLL opportunities participants engage in, as well as specific episodes that significantly influence their perspectives on lifelong learning. The qualitative data on the definitions, competencies and eye-opening experiences will be accessible via the Open Science Framework. 3 RESULTS 3.1 Background information The sample-set consists of 52 participants: 37 males, 14 females, and 1 individual who did not disclose their gender. Among the participants, 29 are from academia, 21 from industry, and 2 are currently active in both sectors. Most participants have more than 10 years of experience (n = 42), while others have varying levels of experience: 0-2 years (n = 1), 3-5 years (n = 1), and 5-10 years (n = 8). Participants represented a diverse range of countries, including the UK (n = 17), Canada (n = 1), Spain (n = 1), Switzerland (n = 2), Portugal (n = 2), Poland (n = 1), Netherlands (n = 3), Ireland (n = 3), Belgium (n = 4), Finland (n = 1), Germany (n = 1), Hungary (n = 8), India (n = 3), United States (n = 3), and Australia (n = 2). 3.2 Conceptualisation of LLL (Competencies) Table 1 presents the results of thematically analysing the participants’ LLL characteristics. Most participants (90%) emphasize what is done during LLL highlighting e.g. the importance of growing one's skillset. This is followed by when it takes place (60%), indicating e.g. spanning from birth to old age. Less common characteristics are the reasons why it is important (48%), who engages in it (40%), and how engagement in LLL (10%) is done. Regarding competencies, Autonomous motivation is noted by 8%, driven by curiosity. Self-regulation & self-direction, and adaptability & resilience are mentioned each by 4%, emphasizing a need to reflect on progress, take action, and adapt to changes. The answers on which competencies are needed to act as a lifelong learner were thematically analysed and mapped onto the framework (Van den Broeck et al., 2024). Participants identify several key competencies needed to act as a lifelong learner ( Table 2). Autonomous motivation, highlighted by 48% of participants, is the most frequently mentioned competency, emphasizing e.g. a thirst for learning. Selfregulation and self-direction follow at 31%, with participants noting e.g. the importance of self-reflective learning. Additionally, 42% of participants mention other competencies such as connectedness and enthusiasm. No differences were found between the academic engineering staff and engineers in industry Table 1. Lifelong learning definitions LLL characteristics % (n) Examples When does lifelong learning take place 60% (n=30) “from birth and ends with old age” What is done during lifelong learning 90% (n=45) “grow your skillset” Why is lifelong learning important 48% (n=24) “to keep up with changing technology and the requirements of the labour market” Who engages in lifelong learning 40% (n=20) “an individual” How does someone engage in lifelong learning 10% (n=5) “follow relevant courses” LLL competencies Information Literacy 0% (n=0) Self-regulation & self-direction 4% (n=2) “to keep reflecting on your progress and taking action to keep up” Autonomous motivation 8% (n=4) “curiosity” Learning beliefs & strategies 0% (n=0) Initiative & perseverance 0% (n=0) Adaptability & resilience 4% (n=2) “adapt to changes around you” Table 2. Competencies needed to act as a lifelong learner LLL competencies % (n) Examples Information Literacy 15% (n=8) “information seeking skills” Self-regulation & self-direction 31% (n=16) “self-reflective learning” Autonomous motivation 48% (n=25) “thirst for learning” Learning beliefs & strategies 17% (n=9) “appreciating that there is always more to learn” Initiative & perseverance 15% (n=8) “grit” Adaptability & resilience 12% (n=6) “ability to tolerate the fail” Other 42% (n=22) “connectedness” “enthusiasm” 3.3 Importance, Confidence, and Developing LLL (Competencies) The survey results (Table 3) indicate that LLL has the highest scores across all categories, indicating ongoing development in this area. For each competency, the highest scores are on the importance question (e.g. 3.76 for LLL), suggesting that participants consider these competencies to be very important in engineering practice. Confidence in their abilities is slightly lower than the perceived importance but still remains high (e.g. 3.52 for LLL). The frequency of actively working on developing these competencies has the lowest self-reported scores (e.g. 3.31 for LLL), which might suggest that participants feel confident in their abilities and may focus on developing other aspects instead. Table 3. Mean scores Importance, confidence, and development a) How important do you think these competencies are in engineering practice Mean MeanIndustry MeanAcademia Lifelong learning 3.76 3.65 3.82 Information literacy 3.55 3.62 3.46 Self-regulation and self-direction 3.51 3.65 3.44 Autonomous motivation 3.48 3.35 3.57 Learning beliefs and strategies 2.98 3.05 2.93 Initiative and perseverance 3.46 3.45 3.46 Adaptability and resilience 3.54 3.55 3.50 b) How confident are you in your own ability in the following competencies Lifelong learning 3.52 3.67 3.41 Information literacy 3.28 3.30 3.24 Self-regulation and self-direction 3.22 3.00 3.36 Autonomous motivation 3.23 2.90 3.49 Learning beliefs and strategies 3.06 3.00 3.11 Initiative and perseverance 3.26 3.25 3.24 Adaptability and resilience 3.24 3.45 3.07 c) How frequently do you actively work on developing the following competencies Lifelong learning 3.31 3.43 3.21 Information literacy 3.00 3.24 2.79 Self-regulation and self-direction 2.94 2.75 3.07 Autonomous motivation 2.98 3.05 2.93 Learning beliefs and strategies 2.61 2.57 2.65 Initiative and perseverance 2.84 2.75 2.86 Adaptability and resilience 2.96 3.25 2.72 3.4 Engagement in LLL No differences were found between academic engineering staff and engineers in industry. Participants reported varying frequencies of opportunities to engage in lifelong learning. Daily engagement was noted by 18 participants, while another 18 engaged weekly. Monthly engagement was reported by 10 participants, seasonal by 3, and yearly by 1. Two participants chose the “other” option and reported “I can’t really specify” and “It’s extremely sporadic, and limited by duties”. Regarding the types of LLL opportunities engaged in over the last 12 months, the most common activities included self-guided study (n= 43; 83%), dialogue with others (n n38; 73%), workshops/training (n=34; 65%), and congresses/seminars (N = 33; 63%). Other activities included lectures/debates (n=26; 50%), mentoring/coaching (n=25; 48%), continuing studies/postgraduate courses (n=16; 31%), MOOCs (n=5; 10%), and micro-credentials (n=5; 10%). Additional forms of engagement mentioned were “Podcasts and audiobooks,” “Active contact in the market with knowledgeable peers,” “Engagement in community of practice,” “Business development,” “Building something new,” and “Working.” Eye-opening experiences in LLL reveal several key themes. Firstly, employability serves as a significant driver for LLL, with many participants highlighting the importance of changing jobs, transitioning to other sectors, keeping up with technological advancements, and attending seminars to stay up-to-date. Secondly, educational development is crucial, as pursuing higher education, such as such as doctoral and Masters programmes, provided significant learning opportunities for several participants. Lastly, perspectives on learning have evolved, with many becoming more critical thinkers, recognizing gaps in their knowledge, and finding suitable resources to upskill. Observing how others learn and discovering the joy in learning were also common experiences, underscoring the intrinsic value of continuous education. 4 DISCUSSION AND CONCLUSIONS The aim of this study was to explore how academic engineering staff and engineers in industry conceptualize, develop, and engage in LLL (competencies). This discussion is structured around three questions: How do academic engineering staff and engineers in industry conceptualize LLL (competencies)? How do they develop these competencies? And how do they engage in LLL? Through this exploration, we aim to understand the multifaceted nature of LLL within the engineering community and its implications for continuous development and innovation. 4.1 LLL conceptualisation – definitions & LLL competencies Academic engineering staff and engineers in industry conceptualize LLL broadly, encompassing a wide range of knowledge, skills, attitudes, and ideas. The career focus is significant, with LLL taking place during a career or after formal education to keep up with job changes. The "how" of LLL is also broad, including formal learning (e.g., courses, formal education paths) and informal learning (e.g., discussions, meetings, self-guided learning). One participant highlighted the distinction between formal, non-formal, and informal learning, emphasizing the importance of informal and non-formal approaches like workshops, seminars, and micro-credentials. Comparing the results of the current study with a study on students' LLL perceptions (Authors, 2025), we observe some notable differences and similarities (Table 4). While both groups prioritize the "what" and "when" aspects of LLL, professionals place a greater emphasis on the "why", highlighting the importance of keeping up with job changes and personal growth. Students, however, focus more on personal reasons for LLL. The "how" of LLL is less emphasized by both groups, with professionals mentioning formal and informal learning methods, and students mostly referring to informal learning. Based on the results of this study, it seems worthwhile to put emphasis on raising awareness of the LLL characteristics “why”, “who”, and “how” for both students and professionals. Table 4. LLL characteristics in definitions LLL Characteristics N What When Who Why How Engineering students 110 75% 57% 48% 21% 12% Academic engineering staff and engineers in industry 52 90% 60% 40% 48% 10% When asked about which competencies are needed for LLL, participants in this study most frequently mentioned autonomous motivation and self-regulation. These competencies are seen as essential for acting as a lifelong learner. Participants also indicated that all LLL competencies are important to very important, underscoring the broad recognition of their value. Comparing these findings with a recent Delphi study conducted with engineers (Authors, 2025), we see a similar emphasis on autonomous motivation, self-regulation & self-direction, and adaptability & resilience as the most important competencies for engineers' LLL. Both studies consistently rank learning strategies and beliefs the lowest, highlighting a shared perspective on the relative importance of different LLL competencies. This alignment between the studies suggests a common understanding of the key competencies required for effective LLL. Some competencies, such as adaptability & resilience, which are mentioned the least as competencies needed for LLL, need to be highlighted more as transferable skills essential for everyone. People need to be aware of the competencies required to act as lifelong learners and broaden their perspectives. The hypothesis is that by possessing more LLL competencies, individuals will be able to recognise more opportunities and select more appropriate LLL activities, thereby enhancing their personal and professional growth. This needs to be examined in further research, focusing on assessing LLL competencies and determining LLL engagement. 4.2 Develop LLL competencies Participants report high levels of confidence in their abilities across various LLL competencies, with the highest confidence level attributed to LLL in general. This suggests that participants feel well-equipped to navigate their LLL journeys. Participants indicate that they sometimes, often, or very often work on developing these competencies. The focus remains predominantly on LLL in general, highlighting that participants prioritize what they need for their lifelong learning journey. This may imply that they already possess the necessary competencies to act as lifelong learners or that they prioritize other competencies more. 4.3 Engagement in LLL Participants show various LLL engagement. The majority engage in LLL activities daily or weekly, reflecting a consistent commitment to continuous learning. Conversely, some participants engage in LLL on a monthly, seasonal, or sporadic basis. Interestingly, both groups do not indicate participation in different LLL opportunities or activities in the last year. LLL encompasses formal, non-formal, and informal learning. Interestingly, informal learning (self-guided activities and dialogues with others) is mentioned most frequently by participants, followed by non-formal learning, and lastly formal learning. This trend highlights the need to recognise and value all forms of learning equally. In a rapidly changing environment, informal and non-formal learning are becoming increasingly important, as they offer flexible and adaptive ways to acquire new skills and knowledge. Participants' eye-opening experiences in LLL vary widely. For some, it is challenging to pinpoint a single experience, instead emphasizing the continuous development of their learning journey. These experiences contribute to their overall perspective on LLL and are often shaped by formal education. Professional reasons are frequently cited in definitions of LLL, and also in their experiences, employability being a significant driver is often mentioned. Participants often engage in LLL to enhance their (professional) skills and career prospects. This continuous development underscores the ongoing nature of LLL and its integral role in personal and professional growth. Engagement in LLL must, however, be considered at multiple levels: the individual adult (micro), the availability of training and education (meso), and the role of countries' policies (macro) (Boeren, 2017). Individual engagement is closely linked to motivation, which is influenced by context, selfefficacy, and attitudes towards learning (Boeren, 2017). This study only looked at the micro-level, and clearly shows that autonomous motivation is one of the key competencies mentioned by the participants. However, addressing all levels is crucial for fostering a culture of continuous learning and improving overall participation in LLL. 4.4 Call for action – creating awareness and stimulating a LLL mindset With this information we want to: (1) Increase awareness about LLL, its competencies, and how individuals can engage in it. This involves educating people on the various forms of learning and the continuous nature of LLL, (2) Encourage individuals to recognise that LLL happens all the time and in all forms of learning. This mindset shift is essential for embracing continuous development. This conclusion is also supported by the OECD (OECD, n.d.) in one of their key messages on adult education: “recognising informal learning”, and (3) As higher education institutions, it is crucial to align educational initiatives with professional needs. This involves identifying the actual needs of professionals and creating programs that address these needs. This conclusion also aligns with the (OECD, n.d.) key message: “Create opportunities that are flexible and reduce barriers to participate”.