The study investigates the competences essential for lifelong learning (LLL) in higher education. This research acknowledges the evolving demands of the job market, legislative requirements, and scientific trends, which necessitate a continuous enhancement of educational programs to bolster students’ employability.
At the core of the study is the development of a methodology to assess and prioritize competences in an environment characterized by uncertainties. These uncertainties arise from the subjective nature of human judgment and the difficulty in quantifying competences. The research utilizes a fuzzy Delphi technique and Fuzzy Simple Additive Weighting (FSAW) to translate subjective assessments into quantifiable data, enabling a systematic approach to identify and enhance areas where students’ competences are lacking.
The study emphasizes the importance of aligning educational programs with market needs, advocating for a dynamic approach to curriculum development. It proposes a cyclical process of competence assessment and curriculum enhancement, facilitating a responsive and sustainable educational framework. By integrating students’ feedback and leveraging fuzzy modeling techniques, the study aims to guide educators in refining course offerings to better prepare students for the demands of the future workplace.
In conclusion, the research provides a structured method for evaluating and improving key competences for lifelong learning within higher education. It underscores the necessity of adaptable education systems that can respond to changing external demands, thereby contributing to the sustainability and relevance of higher education in preparing students for successful careers.
Click on link to download the full publication: The Assessment of the Key Competences for Lifelong Learning—The Fuzzy Model Approach for Sustainable Education
Aleksić, A., Nestić, S., Huber, M., & Ljepava, N. (2022). The Assessment of the Key Competences for Lifelong Learning—The Fuzzy Model Approach for Sustainable Education. Sustainability, 14(5), 2686.
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