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Author: search.filters.author.Zhou, YuanSubject: search.filters.subject.Lifelong Learning

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    Creating a Competency-Based Framework for Self-Directed Lifelong Learning for Principals in Guangxi, China
    (2024-01-01)
    Zhou, Yuan
    ;
    Sumettikoon, Piyapong
    Purpose: This research aimed to develop the Key SelfDirected Lifelong Learning Competency-Based Model for school principals in Guangxi, China, focusing on the competencies required to sustain self-directed lifelong learning in educational leadership. Method: The study employed both qualitative and quantitative research methodologies, conducted in three distinct stages. First, qualitative observations of 30 school principals’ daily activities were combined with a review of existing literature to identify issues, concepts, and theoretical frameworks related to self-directed learning. Second, a competency-based model was developed through a structured questionnaire distributed to a sample of 500 practising school principals in Guangxi, China. A total of 371 valid responses were analysed using factor analysis. Third, the model underwent verification and refinement. Five key competency areas were identified as essential for fostering lifelong learning: Learning Perspective, Learning Tactics, Academic Proficiency, Engagement, and Implementation. Data analysis was performed using SPSS 23.0, incorporating factor analysis, reliability testing, and goodness-of-fit evaluation. All Cronbach’s α values exceeded 0.85, indicating high reliability. Stakeholders also emphasised the importance of including dimensions such as digital competencies and collaborative learning in the model. Findings: An examination of the principals’ self-rated competencies revealed significant potential for improvement, particularly in Self-Efficacy and Learning Tactics. These findings highlight the necessity of developmental programmes for school leaders. The final model provides a theoretical framework for enhancing self-directed learning among principals, thereby strengthening their leadership capabilities. Implications: It is anticipated that this model will improve the quality of school leadership in Guangxi and promote a culture of continuous learning within the education system. Future research should explore the generalisability of the model beyond Guangxi, China and examine its long-term impact on educational leadership.
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    Empowering Principals for Lifelong Learning: Self-directed Approaches in Digitalized Information Systems
    (2024-01-01)
    Zhou, Yuan
    ;
    Sumettikoon, Piyapong
    The study delves into the dynamic interplay between digitalized information systems, competencies, self-directed learning, and lifelong learning in the context of the contemporary educational landscape. With the integration of Artificial Intelligence (AI) and evolving competencies becoming integral to education, understanding their combined impact on individuals' attitudes toward lifelong learning is paramount. Past research has explored these elements individually, but a comprehensive examination of their interconnected relationships remains scarce. The primary purpose is to investigate how AI integration, competencies, and self-directed learning collectively influence lifelong learning attitudes. The study aims to uncover the intricate dynamics by exploring the impact of digitalized information systems on competencies, the mediating role of self-directed learning, and the overall implications for lifelong learning behaviors. Utilizing a quantitative approach, the study focuses on teachers in China, distributing 500 questionnaires and receiving 340 responses. The research design incorporates a cross-sectional survey methodology, employing a structured questionnaire to gather data on AI integration, competencies, self-directed learning, and lifelong learning attitudes. Preliminary findings reveal significant correlations between AI integration, competencies, self-directed learning, and lifelong learning attitudes. The study observes the mediating role of self-directed learning, highlighting its importance in shaping the relationship between digitalized information systems, competencies, and the inclination toward lifelong learning. This research contributes to the theoretical understanding of the complex relationships in contemporary education. Its originality lies in integrating AI integration, competencies, and self-directed learning into a comprehensive framework.