AN INTERNATIONAL UNIVERSITY PERSPECTIVE ON BARRIERS AND ENABLERS FOR LIFELONG LEARNING IN ENGINEERING

This paper extends the use of a framework identifying four types of barriers to lifelong learning (LLL): institutional, situational, dispositional, and informational. Initially applied to Nordic universities, the framework is now used to interview a broader set of international stakeholders about LLL provisioning. The study explores commonalities and differences across regions, and the framework's potential to highlight key barriers and enablers, informing strategic and policy changes. The countries involved are Denmark, Norway, Finland, The Netherlands, and Singapore. Following the description from each country, it identifies institutional, situational, dispositional, and informational barriers, which are interrelated and influence LLL in an international context. Challenges include funding, balancing job and family commitments, and the need for a learner-centric approach. The study reveals that LLL plays a minor role in universities, with insufficient encouragement despite being included in strategies. Major obstacles include restrictive legislation, bureaucratic boundaries, and unstable funding models. Overcoming these could enable nationwide or transnational platforms for LLL.