Page 52 - Vseživljenjsko učenje kot temelj trajnostne družbe

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

ongoing engagement and skills development (European Commission, 2001,
2020; Fabjan et al., 2024).
Despite these promising results, some challenges remain. Alumni cited
financial and time constraints as major barriers to participation in lifelong
learning activities, confirming previous research on the structural barriers to
participation in adult learning (Brown et al., 2021; Gish-Lieberman et al., 2021).
Inaddition,accesstohigh-quality,customisedcontentandpractice-oriented
learning experiences remains a key expectation.
Based on the results, several directions for future research are derived from
this study. Further studies could investigate how micro-credentials can be
systematicallyintegratedinto alumniservicesandcontinuingeducation pro-
grammes in various fields. Research is also needed on how partnerships be-
tween universities and employers can strengthen the recognition and value
of micro-credentials in different sectors (Fabjan et al., 2024; Perkins & Pryor,
2025; Varadarajan et al., 2023). Longitudinal studies could examine the long-
term impact of lifelong learning initiatives based on micro-credentials on
alumni careers. In addition, more in-depth qualitative research could exam-
ine how interdisciplinary learning pathways improve alumni satisfaction and
career readiness. Finally, empirical studies should evaluate the effectiveness
of flexible models, such as hybrid and modular formats, in promoting alumni
engagement in lifelong learning.
While this study provides important insights into the lifelong learning
needs of graduates, it also has some limitations that need to be considered.
Firstly, the use of a purposive sample from three disciplines at a single insti-
tution limits transferability to a broader base. Although qualitative research
does not aim for statistical generalisation (Polit & Tatano Beck, 2018), transfer-
ability depends on dense descriptions that have been carefully documented
to support informed reader judgements (Smith, 2018). Secondly, although
thematic saturation was achieved across the three focus groups, the vol-
untary nature of participation may have introduced selection bias, as more
engaged alumni were likely to self-select into the study. Nonetheless, the
targeted selection and detailed documentation of participant characteris-
tics support analytical generalisation and contextual transferability (Polit &
Tatano Beck, 2018). Finally, as with all qualitative research, the findings rep-
resent interpretations that are situated within a specific cultural and institu-
tional context. Readers are therefore encouraged to consider the results as
analogously transferable rather than universally generalisable (Polit & Tatano
Beck, 2018; Smith, 2018).
Despite certain limitations, this study emphasises the critical role of higher

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