Lifelong Education

Description

Lifelong Education is committed to promoting lifelong education for all people, meeting the diversity of learning needs of the general public, building a service-oriented learning society, and promoting people's all-round development. Lifelong Education tracks the frontiers of international theory and focuses on international academic discussions.

The main columns of Lifelong Education are set:

Education first: disseminate new knowledge, new ideas, new practices, and write a new chapter in education.
Learning society: building a learning city, learning organization, learning community, learning family.
Character column: Show everyone's style, explore the lifelong learning model.
Thematic Focus: Focus on social, moral, rule of law, environmental protection, popular science, health, arts and other education.
Exchange of results: Summarize and communicate lifelong education outcomes and practices.
Global Perspective: Publication of research results of important scholars in the field of international lifelong education.
Education for the elderly: Focus on older groups, cultivate learning awareness, and create a healthy life.
Feelings of life: Inspirational knowledge, experience happy learning.

Latest Articles

Open Access

Review

Article ID: 3511

Exploration of Cultivating the Abilities of Normal University Students under the Background of OBE Concept
by Yang Di

Lifelong Education, Vol.13, No.1, 2024; 78 Views

DOI: https://doi.org/10.18282/le.v13i1.3511

In today’s field of education, The Outcome Based Education (OBE) concept, as an educational model that focuses on cultivating students’ practical abilities and achieving goals, has received much attention. For teacher trainees, The introduction of the OBE concept not only requires them to have solid subject knowledge, but also needs to cultivate their practical skills such as teaching design and evaluation abilities to adapt to the constantly changing educational environment.
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Open Access

Review

Article ID: 3512

Integrating Excellent Traditional Chinese Culture into Chinese Language Teaching in Vocational Colleges
by Long Long

Lifelong Education, Vol.13, No.1, 2024; 72 Views

DOI: https://doi.org/10.18282/le.v13i1.3512

As one of the important courses to cultivate students’ comprehensive qualities, vocational Chinese bears the historical mission of inheriting and promoting excellent traditional Chinese culture. Currently, the integration of excellent traditional Chinese culture into vocational Chinese language teaching still faces many challenges, such as insufficient exploration of textbook resources and classic recitation becoming a mere formality. Teachers can deeply explore textbook resources, cleverly infiltrate traditional culture, leverage the beauty of classical poetry, inherit the core essence of culture, carry out classic recitation activities, deeply appreciate cultural charm, combine regional folk culture, effectively enhance cultural identity, actively innovate teaching methods, stimulate cultural learning interest, and other paths to organically integrate excellent traditional Chinese culture into vocational Chinese teaching, improve the effectiveness of vocational Chinese teaching, and inherit excellent traditional Chinese culture.
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Open Access

Review

Article ID: 3513

Research on Innovation and Development of Informationization in Education Management in Vocational Colleges
by Xu Yangyi

Lifelong Education, Vol.13, No.1, 2024; 44 Views

DOI: https://doi.org/10.18282/le.v13i1.3513

In the context of the information age, it is of great significance to continuously strengthen the management of higher vocational education, explore rational construction paths, optimize management effects as a whole, and achieve maximum educational benefits. By delivering high-quality new talents to society, we can meet the talent needs of the entire society. This article provides a brief summary of the effective paths for the construction of higher vocational education management in the information age, for reference and reference only by relevant personnel.
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Open Access

Review

Article ID: 3514

Research on the Practice of Psychology in Vocational Education Management
by Xin Zixian

Lifelong Education, Vol.13, No.1, 2024; 649 Views

DOI: https://doi.org/10.18282/le.v13i1.3514

The role of psychological theory in vocational education management is multifaceted. This article first explores the definition and scope of psychological theory, its key principles and concepts, and its practical implementation in vocational education. The role is to enhance student motivation, facilitate effective communication, and create a positive learning environment, which can be applied in career guidance, emotional regulation, leadership, and teamwork. Finally, challenges and strategies for overcoming obstacles in applied psychology theory were discussed. Through the above research, vocational colleges can create a conducive learning environment for students, enabling them to possess the skills and mindset necessary to succeed in their chosen careers.
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Open Access

Review

Article ID: 3526

The Practical Approach of Psychological Health Education in Universities from the Perspective of “Three Comprehensive Education”
by Li Kehan

Lifelong Education, Vol.13, No.1, 2024; 643 Views

DOI: https://doi.org/10.18282/le.v13i1.3526

In recent years, mental health education in universities has taken on an increasingly important responsibility in the development of students. In April 2023, the Ministry of Education and seventeen other departments issued the “Special Action Plan for Strengthening and Improving the Mental Health Work of Students in the New Era (2023-2025)”, which clearly pointed out that with a moral education mindset, student mental health education should be integrated into the entire process of moral education and ideological and political work, and integrated into various aspects of education and teaching, management services, and student growth, and included in the overall pattern of “three comprehensive education”. From the perspective of “comprehensive education”, universities should increase their emphasis on mental health education, actively explore innovative paths for mental health education, and promote the physical and mental health development of students.
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Announcements

Can't teach old dogs new tricks? Nonsense. Tips for learning later in life

2018-09-12

Change, often rapid and disorienting, is today's norm. Even things our grandparents took for granted manual typewriters, telegrams, smelling salts, corsets have disappeared into antique shops and museums. We change jobs and even careers many times in one lifetime. We travel more. It seems like we adapt to new technologies almost weekly.

What hasn't changed is that human beings need to learn so they can adapt and thrive in new circumstances. Is this possible for older people? It's common knowledge that children are voracious learners but the famous cliche suggests that you can't teach an old dog new tricks. This simply isn't true.

As research conducted by my colleagues and I has shown, learning is a lifelong process. It's also life-wide: we learn in all kinds of situations besides schools and colleges “ in our families, workplaces, communities and through leisure activities. And it's life-deep: it's about emotions, morality, cultural and spiritual development, not just the intellect.

Lifelong learning requires an evolving university

2018-09-12

I am still learning, Michelangelo reportedly said at the age of 87. He continued to learn, evolve his craft and stay productive until the end of his life. As global life expectancy increases we should all continue to learn, stay productive and evolve our craft including universities.

People are living longer

The World Health Organization shows global average life expectancy for those born in 2015 at 71.4 years an increase from the cohort born in 2000, whose life expectancy at birth was 66.4. As you might imagine, life expectancy numbers range widely by country, from a high of 89.5 years in Monaco to a low of 50.2 in Chad, and everything in between. For example, Japan has an average life expectancy of 85, Iceland's is 83, France's is 81.8, the United Kingdom's is 80.7, the United State's is 79.8, Mexicos is 75.9, Saudi Arabia's is 75.3 and India's is 68.5.

These are all average life expectancies, so roughly 50% of people are expected to live longer than the average, with some expected to live much longer. This has profound implications for individuals, employers, societies and colleges and universities.