Enhancing lifelong learning and professional growth: Exploring the role of self-directed learning for university educators

Abstract

This study examines lifelong learning as it pertains specifically to professional growth for university educators in Kuwait. Moreover, it looks at how self-directed and lifelong learning are interrelated. The findings of this study indicate a significant direct relationship between lifelong learning factors, including motives, attitudes, and conditions, and the professional development of educators, except for the attitude with the reflection activities. The current study employs a deductive and quantitative research approach through a questionnaire survey. Partial least square-structural equation modelling (PLS-SEM) was used to analyze the data. The findings underscore the effectiveness of self-directed lifelong learning in meeting educators’ professional development needs and improving their practice. Educational institutions should prioritize and support lifelong learning initiatives to foster educators' growth and enhance teaching and learning in post-compulsory education settings.