Lifelong learning (LLL) is increasingly recognised as vital for individual and societal development in an interconnected world. This study investigates the role of Ethiopian higher education institutions (HEIs), particularly Colleges of Education, in promoting LLL. Focusing on the perspectives of postgraduate students and academic staff, the research employs a mixed-methods approach. Data were collected through closed-ended questionnaires, structured interviews and document analysis to evaluate the effectiveness of current LLL strategies. Participants included 206 survey respondents and 12 interviewees, selected using a combination of purposive, convenience, stratified and random sampling methods to capture a diverse and representative sample. Quantitative data were analysed using descriptive and inferential statistics, while qualitative data were examined thematically. The findings reveal challenges to implementing LLL, including limited resources, rigid curricula, insufficient faculty support and weak collaboration with external stakeholders. Furthermore, gaps were identified in integrating sustainability education and fostering research cultures within HEIs. Despite these barriers, participants acknowledged LLL's potential to enhance workforce readiness and drive socio-economic development. The study advocates strategic alignment with global LLL frameworks, increased resource allocation and the cultivation of research-driven cultures within HEIs. Recommendations include curriculum reforms, flexible learning models and strengthened international collaborations. This research offers practical solutions to improve LLL implementation in Ethiopia's higher education sector, contributing to academic discourse and policy development.
Negi et al. (Sat,) studied this question.