Page 38 - Vseživljenjsko učenje kot temelj trajnostne družbe

Mirko Prosen, Anita Trnavčević, Nina Krmac, and Klavdija Kutnar

and increased digitalisation not only offer opportunities but also place grow-
ing demands on individuals to remain adaptable and professionally resilient
(Gündüz, 2023; Nešić Tomašević, 2023).
As Mikulec (2023) argues, lifelong learning is not a unitary or static concept,
but a multidimensional one that has evolved as part of a paradigm shift, from
humanistic ideals promoting personal and democratic development to eco-
nomic models focused on employability and labour market flexibility. This
transition has increasingly shifted responsibility for lifelong learning to the
individual rather than the state, reflecting broader neoliberal tendencies in
education policy. Such a development emphasises the tension between life-
long learning as a collective right and as an individual duty.
The concept of lifelong learning is by no means new but has developed
over decades and has been consistently promoted by key international insti-
tutions such as OECD (2001), UNESCO (2022) and the European Commission
(2001). Initially anchored in humanistic ideals of personal development, life-
long learning has increasingly been redefined within policy frameworks as a
driver of economic growth, workforce development and social inclusion (Bi-
esta, 2006). In this evolving context, learning is increasingly regarded as an
individual responsibility rather than a collective right.
This tension is also reflected in the digitalisation of everyday life, which, ac-
cording to Mezgec and Lepičnik Vodopivec (2023), has profoundly changed
both the private and public spheres. The authors emphasise that adult learn-
ers today need not only digital competences but also broader problem-
solving skills in technology-intensive environments in order to function as
active citizens and maintain their employability. In Slovenia, large parts of
the working-age population still struggle with these competences, which
limits both their participation in sustainable development initiatives and
their integration into the digital society. In their opinion, this emphasises the
urgent need for inclusive lifelong learning strategies that bridge digital di-
vides and promote civic engagement (Mezgec & Lepičnik Vodopivec, 2023).
Adding to this complexity, Javrh (2023) identifies significant regional differ-
ences in participation in lifelong learning in Slovenia. These differences are
determined by factors such as socio-economic conditions, the accessibility
of educational opportunities and the availability of infrastructure. Learners
in more rural or developmentally disadvantaged regions often face greater
barriers to participation, which further exacerbates inequalities in skills ac-
quisition and labour market mobility.
Against this background, university graduates are a particularly relevant
group for examining how lifelong learning is experienced and supported

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