This systematic literature review aimed to provide updated information on lifelong learning in educational research by examining theoretical documents and empirical papers from 2000 to 2022. This review sought to identify concepts, theories, and research trends and methods linked to lifelong learning in educational research in different countries. Our review findings showed that theoretical papers, such as reports, policies, and concepts of lifelong learning, are generally much more extensive than empirical studies. Word cloud analysis revealed that the most prominent concepts were lifelong learning skills, lifelong learning competencies, and the three types of lifelong learning (formal, nonformal, and informal). Following the inductive analysis, this study investigated three common research trends: conceptual framework or policies of lifelong learning, lifelong learning abilities, and influencing factors of lifelong learning and/or lifelong learning abilities. Regarding methodology, this study identified only three studies that used mixed methods, which is insufficient in the field. In addition, heterogeneity was also observed between research instruments in lifelong learning. Different data analysis techniques can be applied in this field, including content analysis, descriptive analysis, and inferential analysis. Finally, the participants involved in the examined studies were students, primary and secondary school teachers, undergraduates, postgraduates, student teachers, European Union Lifelong Learning experts, young adults, teacher educators, administrators, and academic staff.

Around 20% of the population is disabled. Many people have mobility problems, including the elderly and people with young children. It is crucial to adapt cities to the needs of these people and, at the same time, to the needs of all residents. This is the subject of universal design, which should consider inhabitants’ needs and habits. This information can be collected by Internet of Things (IoT) devices that observe and listen to residents. Residents do not accept constant surveillance, so the public may not accept data collection by IoT sensors. This study aimed to identify and evaluate factors influencing the acceptance of data collection by IoT devices for universal design. For this purpose, an online survey was prepared by the Warsaw University of Technology. The following statistical methods were used to analyze the data: descriptive statistics, exploratory factor analysis, confirmatory factor analysis, reliability analysis and structural equation modeling. This paper identifies key factors influencing the acceptance of IoT devices for universal design. The statistically significant factors are the perceived usefulness of data collection, trust in city authorities, the perceived security of data collected by IoT devices and empathy for people with disabilities. The original achievement of this study is its indication that empathy for the disabled moderates and increases the positive relationship between the perceived usefulness of IoT devices and their acceptance. It was also found that trust in city authorities mediates the relationship between the perceived usability and acceptance of IoT devices. City authorities can use the results of this analysis in the implementation of IoT devices in smart cities.

This paper provides the discussion regarding the nature, origins and diversity of innovation ecosystems with particular emphasis on the context of the emerging economies and “smart specialisation” paradigm of regional development. Bridging the research economy and commercial economy (“Valley of Death”) remains one of the key concerns of the mature, institutionalised innovation ecosystems. However, many of the emerging innovation ecosystems still suffer from underdeveloped institutional frameworks and fragmented ties of actors, which is a more pronounced challenge than “Valley of Death”. It is important to take into consideration the specific needs of different innovation ecosystems in the context of the current EU innovation and regional policies (recently synergised under “smart specialization”). The development of sustainable innovation ecosystem requires a different mentality than the traditional institutional-regulatory approach adopted in the context of national innovation systems. It means the search for delicate balance between the supply-side and demand-side interventions, public and private, openness and ownership, long-term and short-term perspectives, quality of elements and their relationships, adequate policy actions and smooth functioning of the “invisible hand”. The emerging innovation ecosystems need to complement their entrepreneurial profiles with stronger institutional frameworks and innovation support mechanisms, whereas the mature institutionalised innovation ecosystems should not over-rely on institutional, supply-side solutions, but strengthen the entrepreneurial culture that is even more critical to innovation success.DOI: http://dx.doi.org/10.5755/j01.ee.27.4.14403

Understanding the concept of sustainability and its implementation in specific actions is necessary for today’s societies, and part of this responsibility falls on Higher Education Institutions. How these institutions have tried to address this issue has been diverse. To standardize, homogenize, and validate these sustainable practices, a few years ago, the University of Indonesia Green Metric positioned itself as the internationally accepted ranking; however, other rankings have begun to emerge, such as the Times Higher Education Impact Ranking, which also addresses the search for compliance of the SDGs. For a novel or incipient university to establish the politics and actions to fulfill sustainability and SDGs or stay on track may represent a disorienting and challenging task, particularly when these rankings have different origins or criteria. So, this research aimed to review the top ten universities and their actions in the University of Indonesia Green Metric and Times Higher Education Impact Ranking, along with the organizational initiatives in education, to clarify the key measures and actions adopted by universities toward sustainability and their participation in the rankings, to pursue the SDGs related to social and environmental impacts in universities. Additionally, as a case study, we analyzed in detail the actions performed by the Tecnologico de Monterrey (located at the 274th and 100–200th places of the University of Indonesia Green Metric and the Times Higher Education Impact Ranking, respectively) and compared them with those of Top Ten Higher Education Institutions in both rankings. As a result, a summary guide of the actions is suggested to guide higher education institutions in adopting the required level of sustainability development indicated in the rankings.

The meaning and importance of Thomas Kuhn’s concept of ‘paradigm shift’. How does it apply in Education?

Взаємозв›язок між Індустрією 4.0 та освітою є поширеною темою досліджень сьогодні. Зазвичай його вивчення здійснюється або з економічного боку, або з боку освіти. Однак цей взаємозв›язок також впливає на багато інших сфер життя, тому варто проаналізувати його і з точки зору інших наук. Погляд зі сторони може привернути увагу до деталей, які не виділяються із загальної картини ні для дослідників галузі, ні для дослідників освіти, і метою цього дослідження є привернення уваги до таких точок зору. Для цього автори проаналізували анкети пілотного тестування старих запланованих досліджень за допомогою методу текстового аналізу. Освітня парадигма завжди в будь-яку історичну епоху виступає парадигмальною ідеєю розвитку інновацій та економічного розвитку суспільства в цілому. Від правильної взаємодії суб›єктів освітнього процесу, зокрема керівництва навчальних закладів та гарантів освітніх програм, з роботодавцями буде залежати траєкторія розвитку суспільства та насичення ринку праці якісними фахівцями. Така взаємодія впливатиме на формування правильної системи компетентностей у майбутніх фахівців, яка має бути адаптована до нових викликів та потреб ринку. Правильно обрані комунікаційні підходи встановлюють пріоритет знань, викликають необхідність підвищення якості цих знань та розуміння наслідків їх впливу на суспільство і, зокрема, на інноваційний розвиток суспільства. Виходячи з результатів опитування, трансформація ролі викладача є однією з найважливіших змін порівняно з традиційною освітою. Однак оновлення навчальної програми та застосування сучасних методів в освіті також відіграють значну роль. Потрібно давати учням не інструкції, а знання та навички, які дозволять їм засвоювати нові знання. Результати опитування показують, що зміна освітньої парадигми може стати результатом розвитку сучасного змісту та методів освіти і призвести до якісного розвитку інноваційного суспільства.