Systems Theory Framework for Embedding Lifelong Learning Holistically in Undergraduate Engineering Education

Abstract

The new educational imperative is to empower students to manage their own learning in a variety of contexts throughout their lifetimes. This is particularly true for fields that rely on fast-changing technology, like engineering. As such, lifelong learning is gaining increased recognition. This paper describes a holistic framework for addressing lifelong learning in undergraduate engineering programs. The authors draw on existing literature to support this novel framework which consists of: 1) course design that intentionally aligns lifelong learning outcomes, teaching strategies, and assessment methods, 2) experiential learning opportunities that scaffold students’ development of lifelong learning in authentic and relevant ways, 3) instructor commitment to their own lifelong learning, and 4) conceptualization of lifelong learning as an overarching graduate attribute that can be incorporated alongside the others.