CARRYING THE TORCH OF LIFELONG LEARNING: A GROUNDED THEORY ON THE SIGNIFICANT PERSPECTIVES AND EXPERIENCES OF LIFELONG LEARNING ADVOCATES

This grounded theory study endeavored to generate a framework for lifelong learning among educational leaders. It explores the perspectives and lived experiences of thirteen purposefully selected educational leaders, interviewed face-to-face as key informants, to understand their roles as advocates of lifelong learning. Findings reveal that lifelong learning is perceived as a powerful tool for promoting mental acuity, fostering meaningful relationships, enhancing personal skills, and driving transformative changes. Lifelong learners were described as analytical, emotionally mature, and skillful. Data analysis indicates that educational leaders engage in lifelong learning through ongoing experiences and activities by participating in diverse learning opportunities, reinforcing values formation, and committing to continuous personal and professional development. This study holds significant implications for policy formulation, educational leadership practices, professional growth, and community engagement. It advocates for inclusive policies that ensure equitable access to lifelong learning opportunities across K–12, higher education, and adult education. Government agencies may leverage the findings to integrate lifelong learning into national educational policies, prioritize funding for employee education, and promote partnerships between educational institutions and community organizations. Furthermore, the study encourages a culture of continuous improvement, where leaders explore innovative learning avenues, pursue self-directed learning, invest in time and resources in professional development. It also aims to increase public awareness, expand access to educational resources and mentorship, and promote community involvement. Finally, it calls for the recognition of lifelong learning advocates through certification and awards to inspire participation and commitment.