Mittuniversitetet

In today’s emerging knowledge society, there is a large need for continuous lifelong learning.  This knowledge society embraces a growing digitalisation in society where continuous lifelong learning needs, to a higher degree, to be technology-enhanced, work-integrated and adapted to full-time working adult learners. Lifelong learning in a digital era can therefore be seen as a response to the needs of contemporary society. The emerging digitalisation of society changes the conditions for human life. These changes blur earlier established boundaries of content, place, technology, time and social settings. Therefore, it challenges the organisation of society, and, in effect, private life as well as leisure activities and the performance of work. A result of these ongoing changes is an emphasis on learning to occur in various formal, informal and nonformal settings throughout the lifespan (Jaldemark, et al, 2021). Lifelong learning is also a policy concept applied to the development of society. National and transnational initiatives embrace the support of formal training and enabling citizens to learn in informal and nonformal ways. Lifelong learning policies are implemented to supply organisations with relevant competencies and a well-educated workforce. Concepts such as work-based learning, workplace learning, and work-integrated learning (WIL) reflect the fact that learning is an important investment for organisations. Higher education WIL should be founded in a curriculum design in which learners spend part of their time in workplace settings. An important aspect of WIL is learners' exposure to authentic experiences where theoretical concepts from academia are applied to real-world organisational tasks. Higher education's provision of lifelong learning experiences needs to align with the idea of anytime and anywhere educational designs and be supported by user-friendly digital technologies. Moreover, the study pace of courses needs to be adapted to full-time working adult learners. Therefore, the traditional course modules can preferable be divided into micro credentials. This involves several challenges for higher education, implying a need for new educational infrastructure. The transition of higher education to enable lifelong WIL is an important topic to research and discuss. This discussion is an international challenge that needs to involve stakeholders' perspectives, in effect, employees, employers, researchers, policymakers, and teachers. This special paper session involves studies of lifelong learning and WIL and its implementation and relationship to higher education and work-life. These studies discuss models and cases from educational try-outs.