Sustaining Lifelong Learning: A Self-Regulated Learning (SRL) Approach

Abstract

Sustainable education requires teaching practices and techniques that secure strong foundations in learning. The changing contexts, needs and trends of the 21st century challenge teachers to enable students to obtain the skills and knowledge necessary to succeed in an ever changing and digital world (Coklar & Yurdakul, 2017). Schools’ philosophy and curriculum must encourage students to develop adaptive skills that are foundational to lifelong learning to sustain them in changing environments (De Corte, 2019). However, students’ achievement has been drastically compromised throughout the Organisation for Economic Co-operation and Development (OECD) countries. Furthermore, some countries, such as Australia, are facing a concerning decline in academic achievement in science, reading, and mathematics (PISA, 2018). The purpose of this conceptual paper is to explore Self-Regulated Learning (SRL) theory for its potential to enhance students’ sustainable abilities enabling them to engage in lifelong learning. An exploration of SRL theory posits the need for empirical research of effective SRL implementation in schools. The theoretical foundations of SRL are outlined, along with its impact on students’ learning and development in the 21st century. This article explores elements of SRL implementation that support educational bodies in fostering competent learners and sustainable education, including pre-service teachers’ training, teachers’ self-efficacy, a whole-school approach to SRL, and ongoing professional development in SRL.

Keywords

• self-regulated learning
• sustainable education
• lifelong learning
• srl implementation