Sustaining Lifelong Learning: A Self-Regulated Learning (SRL) Approach

Autor/inn/en	Taranto, Daniella; Buchanan, Michael T.
Titel	Sustaining Lifelong Learning: A Self-Regulated Learning (SRL) Approach
Quelle	In: Discourse and Communication for Sustainable Education, 11 (2020) 1, S.5-15 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2255-7547
Schlagwörter	Lifelong Learning; Academic Achievement; Skill Development; Learning Strategies; Self Management; Educational Change; Curriculum Implementation; Sustainability; Achievement Tests; International Assessment; Foreign Countries; Secondary School Students; Australia; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Life-long learning; Lebenslanges Lernen; Schulleistung; Kompetenzentwicklung; Qualifikationsentwicklung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Selbstmanagement; Bildungsreform; Nachhaltigkeit; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Australien
Abstract	Sustainable education requires teaching practices and techniques that secure strong foundations in learning. The changing contexts, needs and trends of the 21st century challenge teachers to enable students to obtain the skills and knowledge necessary to succeed in an ever changing and digital world (Coklar & Yurdakul, 2017). Schools' philosophy and curriculum must encourage students to develop adaptive skills that are foundational to lifelong learning to sustain them in changing environments (De Corte, 2019). However, students' achievement has been drastically compromised throughout the Organisation for Economic Co-operation and Development (OECD) countries. Furthermore, some countries, such as Australia, are facing a concerning decline in academic achievement in science, reading, and mathematics (PISA, 2018). The purpose of this conceptual paper is to explore Self-Regulated Learning (SRL) theory for its potential to enhance students' sustainable abilities enabling them to engage in lifelong learning. An exploration of SRL theory posits the need for empirical research of effective SRL implementation in schools. The theoretical foundations of SRL are outlined, along with its impact on students' learning and development in the 21st century. This article explores elements of SRL implementation that support educational bodies in fostering competent learners and sustainable education, including pre-service teachers' training, teachers' self-efficacy, a whole-school approach to SRL, and ongoing professional development in SRL. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01