Enhancing sustainable lifelong learning in higher education for uncertain transitions: a mixed method investigation into Vietnamese undergraduates' strategies

Abstract

Globally significant adversities have occurred, including the COVID−19 pandemic, which had an impact on all facets of society, such as the fields of employment and education. University students should be well-equipped with the skills, knowledge, and attitude required to adapt to and withstand employability challenges. A triangulation mixed-method approach was utilised in this study to measure and explore post-secondary students’ sustainable lifelong learning for future-oriented purposes. The study began with a quantitative phase to examine the relationship between the four self-regulated learning strategies and lifelong learning. A survey approach was utilised to execute the research among 152 university students in Vietnam. The results of structural equation modelling demonstrated a significant positive association between lifelong learning abilities and metacognitive knowledge, resource management, and motivating beliefs. Cognitive involvement, however, did not reveal a significant connection. Second, qualitative follow-up research with five undergraduates indicated students’ use of strategical (self-regulated learning strategies) and psychological preparation (self-understanding, adaptability, and flexibility) for the future. Significant implications were made for teachers and students in higher education to facilitate and enhance students’ lifelong learning abilities to cope with uncertainties prior to transitions.