The paper discusses the educational concept of lifelong learning (LLL) and also presents the results of a survey to assess the understanding of LLL by engineering instructors. The study is undertaken in the background of the general stance of engineering instructors towards students' professional skills development required by the accreditation agencies. It covers also the assessment methods to determine whether LLL skills have been acquired and some strategies employed to promote it. The paper opines that as technology advances in modern knowledge-based economies, industry and other employers will more and more require engineers who are multi-skilled, adaptable and who can operate flexible systems. Therefore professional engineers who are committed to LLL will be in greater demand. Qualified engineers who are less skilled or have no capacity to upgrade their skills or adapt to rapid changes will less likely find attractive employment. The role of instructors in understanding and applying LLL competency cannot be overemphasised. However, in general instructors are not usually sure about their knowledge of LLL and are to some extent reluctant to include lifelong learning skills development in their teaching. The conclusions are that the attitude of students, knowledge of instructors and the learning environment are critical in promoting lifelong learning ability of engineering students.
|Number of pages||11|
|Journal||International Journal of Engineering Education|
|Publication status||Published - 2015|
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