Learning Approaches as Predictors of Lifelong Learning Dispositions in a Sample of Romanian Educational Sciences Students
Learning Approaches as Predictors of Lifelong Learning Dispositions in a Sample of Romanian Educational Sciences Students

Summary/Abstract: This research examines the relationship between students' learning approaches (deep and surface)and their dispositions toward lifelong learning. The OECD (2024) identifies lifelong learning as a keycompetence for social, professional and economic participation in contemporary context. In arapidly changing educational environment, where adaptability and continuous skill developmentare increasingly important, it is essential to understand the factors that positively influence students'inclination toward lifelong learning. This study pursued two main objectives: (1) to validate theassessment instrument developed by Kirby et al. (2010) for measuring lifelong learning dispositionsin a Romanian context, and (2) to investigate the predictive value of learning approaches on the fivedimensions that constitute lifelong learning dispositions (goal setting, application of knowledge andskills, self-direction and self-assessment, information seeking, and adaptation of learningstrategies). The research was conducted on a sample of 155 students from the Department ofEducational Sciences at the West University of Timișoara. The findings indicated that the deepapproach was a significant positive predictor of lifelong learning dispositions, whereas the surfaceapproach was a significant negative predictor. These findings highlight the importance ofeducational practices that promote deep approached to learning, thereby enhancing students'readiness to meet current and future societal demands. This study also contributes to the Romanianliterature by providing preliminary evidence regarding the use of an instrument previouslyvalidated and used in international research.

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