From social responsibility to self-directed lifelong learning in early university education

Lifelong learning competencies have become central to contemporary higher education; however, limited empirical attention has been paid to how these competencies begin to develop during the early stages of university education. This study examines how preparatory class students develop lifelong learning competencies – particularly self-directed learning, collaboration, problem-solving, and self-awareness – through engagement in a structured community-based learning experience. Based on qualitative interview data from ten preparatory students, the findings indicate that participation in authentic, practice-based learning contexts can foster increased learner responsibility, autonomy, and awareness of learning beyond formal classroom boundaries. Participants described shifts in their understanding of learning, reporting enhanced confidence, ownership of tasks, and greater engagement in collaborative and reflective processes. The study contributes to lifelong learning literature by providing empirical evidence that foundational lifelong learning competencies can begin to emerge in early university education when students are positioned as active contributors within meaningful learning environments.