Lifelong Learning-Studying in the European Higher Education Area with COVID-19

Lifelong learning comprises all learning undertaken throughout life, with a view to improving knowledge, qualifications and competences within a personal, civic, social or employment-related perspective. This EU definition, which is still valid today, was laid down in the document 'Creating a European area of lifelong learning in 2001.' Lifelong learning has many advantages. Both of the authors did feel the need for some additional tasks, new knowledge and further input. As the tax law requires certain criteria to accept the costs, we did search which options the German state hold and privately hold Universities offer for a certain type of graduation, especially a diploma from a technical college. There is always a possibility for lifelong learning if that's really desired and then COVID-19 happened. Luckily the EU based universities managed that challenge maybe even better that the German universities. There is still research needed for online evaluation of students or exams and the usage of computers during the exam and it will be challenging and hard to detect and identify dishonest students.

Acceptance of Mobile Learning Technology by Teachers: Influencing Mobile Self-Efficacy and 21st-Century Skills-Based Training

This study aimed to investigate the factors influencing the acceptance of mobile learning technology for 21st-century skills-based training among teachers in Saudi Arabia and Pakistan. This study adopted the Unified Theory of Acceptance and Use of Technology (UTAUT) model, which included constructs such as performance expectancy, effort expectancy, facilitating conditions, social influence, mobile self-efficacy, student self-efficacy, behavioural intention, 21st-century skills-based training, and creative thinking skills. A survey was conducted with 619 teachers from Saudi Arabia and Pakistan who participated in a two-week mobile learning-based training session. The data were analysed using structural equation modeling (SEM). The results show that all hypotheses were supported, indicating a positive relationship between the constructs and the acceptance and use of mobile learning technology for 21st-century skills-based training. This study's findings suggest that by emphasising factors such as performance expectancy, effort expectancy, facilitating conditions, social influence, mobile self-efficacy, and student self-efficacy when designing mobile learning interventions, teachers will be more likely to accept and use mobile learning technology for 21st-century skills-based training and contributed to sustainability by providing increased access to quality education.

Online learning environments for the promotion of undergraduate research in pandemic times: A case study in an engineering program

This case study explores the use of online learning environments as an alternative tool for the promotion of undergraduate research culture within an engineering program during the COVID-19 pandemic times. This context entailed the transition from face-to-face to online learning environments, which was taken as an opportunity for the diffusion and socialization of outstanding research projects developed by undergraduate students within the classroom, through the launching of an online event and a virtual permanent exhibition. The results of this case study were measured through quantitative indicators related to the number of research projects submitted by the students for participating in this exhibition, the number of courses participating through these projects, and the number of professors involved. Participation of students and professors increased by 85% and 90%, respectively, comparing the online environment to the previous face-to-face one. Consequently, it was concluded that the use of online learning environments supports the promotion of undergraduate research culture, by increasing the interest of students for the socialization of their research results. © 2023, Rajarambapu Institute Of Technology. All rights reserved.

Applied Education Futures and the Shape of Things to Come

Skills development across industry and professional sectors is identified as one of the essential drivers of recovery and growth to address the fragility and volatility of post-COVID economies. The window of opportunity for the applied degree sector, to rethink, reset, and ride the skilling and reform agenda to help accelerate economic recovery, business transformation, enhance digital skilling and competences to enable sustainable transformation is in play. This chapter highlights the emergent smart education approaches, intelligent technologies, and opportunities that may be considered critical and transformational in future-shaping a more sustainable, value-added, applied degree sector. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

Lifelong training approaches for the post-pandemic workforces: a systematic review

This systematic review presents a comprehensive analysis of the existing literature examining training approaches and resources intended for workforce development in increasingly digital workplaces, a trend that has been expedited by the COVID-19 pandemic. The review adheres to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines and incorporates 29 articles that met the inclusion and exclusion criteria from a preliminary pool of 1,095 publications spanning the years 2020 to 2022. A thematic synthesis was employed to evaluate the included articles. The examined literature focused on (1) establishing guidelines for designing digital transformation training programs, (2) mapping and analysing training programs and resources for digital transformation, and (3) describing the design and implementation processes of these training programs across different sectors. The synthesized findings present an overview of the educational theories and learning methodologies underlying the training programs, the technologies implemented in training, and other key characteristics of these programs. The review acknowledges certain limitations, as many articles do not systematically report negative outcomes or drawbacks of the described lifelong training interventions. However, the review provides valuable insights and research-based recommendations for training employees in highly digitalised workplaces.

Zoom in: Open educational resources for informal online learning during COVID-19 and beyond

Institutions, organisations, and policymakers use open educational resources (OERs) to promote student equity and social inclusion. The global COVID-19 crisis highlighted the need for lifelong learning and underscored the importance of the higher education system in this endeavour. This study describes informal learning among adults through OERs, during the COVID-19 crisis, distinguishing between employed and unemployed individuals and between professional and personal development. A questionnaire distributed during the COVID-19 lockdown focused on three themes: (1) types of OERs used for learning during this period;(2) perceived OERs' usefulness;and (3) changes in OER use due to the crisis. Our findings revealed group differences in types of OERs used and in changes brought about by COVID-19, as well as within-group differences based on personal characteristics. Only a few participants reported using massive open online courses (MOOCs). Moreover, videoconferencing usage increased despite low perceived usefulness ratings, pointing to a change in informal learning modes. This exploratory research provides insights into the preferences of individual groups. These insights may be used to reduce socioeconomic disparities, especially among those who have lost their jobs, and to develop effective models for open education. Implications for practice or policy: • Enhancing the discussions about the future of open education by reflecting a wide picture of OERs use. • Redesigning OERs for the labour market by distinguishing between employed and unemployed, and professional and personal development. • OER preferences according to personal characteristics can be used to achieve better engagement with learning. © Articles published in the Australasian Journal of Educational Technology (AJET) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant AJET right of first publication under CC BY-NC-ND 4.0.

University faculty's informal learning and professional reflections: text mining for processing interviews

Purpose: As university faculty faced new challenges, such as rapid digital social and the coronavirus disease 2019 (COVID-19) response, this study aimed to identify the daily changes in the interaction between the faculty and the organizational environment (colleague, policy and new issue) by exploring their recent dynamic educational efforts and the professional development. Design/methodology/approach: This is a study wherein perceptions of 20 faculty from 15 universities and colleges were collected through in-depth online interviews. The authors analyzed interview data by arranging and visualizing the analyzed data using network clustering. Further, they applied the Latent Dirichlet allocation of the topic modeling to monitor the appropriate number of clusters, ultimately determined as four clusters using partial clustering. Findings: The results showed that university faculty spontaneously tried to solve the problems through informal learning while the commitment to peer learning was deepening, reflecting the collectivist orientation nature of Chinese culture. Besides, the faculty also required support to reflect on their daily efforts for professional development. These results about their various learning routines prove the justification for the faculty's professional development to be discussed from the "learning by doing” perspective of lifelong learning. Originality/value: This study proved the significance of informal learning for university faculty's professional development and the reasonable value of peer learning, and provided insights into how the Chinese context may influence university faculty's informal learning experience. © 2023, Emerald Publishing Limited.

UNESCO practices under the SDG4 and COVID-19 response framework: Topic modeling from 2003 to 2021

This study focused on the impacts of COVID-19 on SDG4 to resolve inequality through education and explored UNESCO's educational practices. We used text mining to analyze strategic and crisis-related reports published by UNESCO from 2003 to 2021 and LDA topic modeling analysis was used to determine their latent contexts. Two topics related to education strategies were 'sustainable development' and 'system and organization'. According to the themes, non-formal, formal and informal learning and skills and TVET topics were derived for lifelong learning, school and teacher, emergency and peace, policy and framework in the theme of crisis and conflict. Finally, latent topics during each MDGs, SDGs and COVID-19 period showed insignificant changes. However, compared to before the 2014 MDGs, strategic discourses tended to be discussed in detail. Moreover, we noted the change in global discourse from globalization to digital innovation. After the pandemic, the international community has emphasized the role of teachers and improved internet access for interaction. Such recommendations were intended to bridge the gap between countries including developing countries. As an alternative, UNESCO has suggested various partnership practices but there are nevertheless limitations that cannot be solved through a partnership or educational support. Therefore, reaching SDG4 requires global efforts to change the world by coordinating specific target countries and various social factors surrounding the countries' interior and exterior. © 2023 by the authors.

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With the Covid-19 pandemic, both schools affiliated with the Ministry of National Education (MoNE) and in higher education institutions have switched to online distance education in Turkiye, as in the rest of the world. One of the most critical factors in the effective and efficient exe-cution of this practice is academic staff readiness for e-learning. By including multiple variables, this study investigates, the e-learning readi-ness of the academic staff teaching at a state university. The study adopts the survey design, and its research group is formed by academic staff working in a state university in the 2019-2020 academic year. 308 out of 576 academic staff working at the university voluntarily participated in the research. The data were obtained though the "Personal Information Form" and the "E-learning Readiness Scale of Academic Staff." The findings show that the level of academic staff readiness for e-learning is at a medium level. Considering the gender variable, male lecturers have a higher self-efficacy in information and communications technologies use and self-confidence in e-learning. Furthermore, the e-learning needs of 24 to 31-year-olds are more compelling than those of 48 and above. Academic staff at the Faculty of Education are more ready to e-learn than those at the Faculty of Literature. It is concluded that academic title and education level do not make any difference in e-learning readiness. In accessing the internet, the self-efficacy perceptions in information and communications technologies use of the academic staff that uses laptop computers are more positive than those who use desktop computers. Those developing their computer and internet use skills with the help of others have stronger e-learning needs than those who developed them through university courses. Various suggestions are made in line with the findings of the research.

Indicators for enhancing learners' engagement in massive open online courses: A systematic review

Massive open online courses (MOOCs) have paved a new learning path for the 21st-century world. The potential to reach a massive geographically dispersed audience is one of the major advantages of MOOCs. Moreover, they can be offered on a self-paced and self-regulated basis and have become an integral part of lifelong learning, especially in workplaces. However, one persistent problem is the lack of learners' engagement. A harmonisation of studies providing a holistic view into aggregating indicators for enhancing learners' engagement in MOOCs is lacking. The coronavirus pandemic has accelerated MOOC adoption, and learners' engagement in MOOCs has become even more essential for the success of this educational innovation. We examine the existing literature to derive indicators important for enhancing learners' engagement in MOOC learning environments. Using a systematic approach, 83 empirical studies were examined, and 10 indicators were identified as important considerations for enhancing learners' engagement while designing MOOCs-from initiatives for individual learners to platform and instructional design perspectives. We also present a table describing these indicators and offer a structured discussion on each one. We believe the results provide guidelines for MOOC designers and instructors, educational policymakers, higher education institutions, and MOOC engagement researchers.

The International Education Index: A global approach to education policy analysis, performance and sustainable development

Before the COVID‐19 pandemic, the world struggled to address growing educational inequalities and fulfil the commitment to Sustainable Development Goal 4, which seeks to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The pandemic has exacerbated these inequalities and changed how education functions, moving to online and hybrid methods. The challenges in global education highlighted and worsened by the pandemic make it necessary to re‐evaluate education systems and the policies in place to support access, quality and equal opportunity. This article focuses on analysing education policies at a national level. It tests a pilot policy analysis tool, the International Education Index (IEI), developed as a starting point to begin this reconsideration and create an accessible and comprehensive way to evaluate national education systems to inform decision‐making and policies in the new context. This research uses Ireland and Northern Ireland to test the IEI pilot tool. The IEI consists of 54 questions across nine indicators, including institutional frameworks, education strategies, digital skills and infrastructure, twenty‐first century skills, access to basic social services, adherence to international standards, legal frameworks, data gathering and availability and international partnerships. Countries can score 108 points to be categorised as having developed, emerging or nascent national education systems. Ireland scored 94 and Northern Ireland 81, indicating that they have developed national education systems.

FORMAÇÃO VIRTUAL EM PROGRAMAS UNIVERSITÁRIOS PARA ADULTOS E IDOSOS: LIÇÕES DA PANDEMIA

PALAVRAS-CHAVE: COVID-19, Programas Universitarios para Adultos e Idosos, eLearning, aprendizagem continua The surprising announcement of an unknown pandemic caused by a coronavirus in the early 2020s confronted the world's education systems with a major challenge. The aim of this article is to highlight the relevance of virtual training in this type of context through the specific example of the University of Burgos and to highlight the much-needed role of the University in the development of lifelong learning for all citizens regardless of their age or place of residence. COVID-19, University Programmes for Older Adults, eLearning, lifelong learning 1INTRODUÇAO O desafio mais significativo enfrentado pelos sistemas educativos mundiais no século XXI foi desencadeado no inicio de 2020, quando uma nova pandemia, causada por um coronavirus, espalhou-se. Dito isto, ao nos concentrarmos na educaçao universitária dos adultos e idosos, nao podemos deixar de nos perguntar se as extraordinárias mudanças provocadas pela integraçao da aprendizagem virtual continuarlo no futuro.

The Contributions of MOOCs to Lifelong Learning

The quest for lifelong learning has been enacted in many forms over the years through online distance education and Open University programmes. These have subsequently led to newer innovations such as Massive Open Online Courses (MOOCs) run by a number of universities worldwide. MOOCs offer free or low-cost educational opportunities to millions worldwide. MOOCs are considered by many as having the potential to provide quality education, enhance social inclusion by including individuals who were traditionally excluded from higher education and provide equal access to learning. The onset of the Covid-19 pandemic, has further altered the nature of lifelong learning by facilitating greater use of MOOCs across the globe. Millions have used MOOCs for professional development, career transitioning and corporate training amongst several others. This chapter reviews the contributions of MOOCs to lifelong learning. It highlights the social, economic and pedagogical objectives of MOOCs and their role in transforming education through quality, scale and access. It expands the literature on the effectiveness of MOOCs in enhancing lifelong learning and contributes to the literature on adult education, training and lifelong learning. © 2023 by Nova Science Publishers, Inc. All rights reserved.

Organizational Effectiveness Enhancememt Through the Lens of Lifelong Learning

Due to the 21st century's global economic competitiveness, organizations increasingly recognize the need for ongoing learning and development, particularly non-formal education, and informal learning in the workplace, to achieve business results. This study aims to examine the impact of lifelong learning on organizational effectiveness and its importance. In the methods and resources, a systematic literature review with inclusion and exclusion criteria and a documentation analysis technique were used. Additionally, the meta-analysis technique was used to identify, select, conceptualize, and analyze data. The findings affirm that non-formal education providers are necessary for ongoing training and development, while informal learning is a cost-effective approach to increase education. This paper presents the concepts of lifelong learning in the European and Thai contexts as a major organizational effectiveness element. The current situation of Covid-19 through the perspective of lifelong learning is also presented to support the transformative learning theory. The discussion and conclusions describe that lifelong learning is a critically important factor that has a major impact on organizational effectiveness;meanwhile, leaders and Human Resources Development play vital strategic roles as learning system providers to enhance organizational effectiveness.

Post-knowledge Economy and Lifelong Language Learning: New Agendas and Issues

Despite being a late twentieth century concept, LLL is continuing to attract the attention of scholars, policymakers and practitioners. LLL principles, strategies and practices, while remaining inviolable in their foundations, require research to continually revisit them in relation to current trends, for example, the post-globalising world;the post-knowledge society;the digital economy and digitalisation of all spheres of human life, including education;the coronavirus pandemic and the possibility of increased ‘hybrid' forms of learning. In response to these developments, the chapter poses and addresses a number of problems related to the future positioning of LLL as a contributor to new forms of human capital development required to respond to the above challenges. The chapter pays special attention to LLL as an educational open continuum concerned with socio-, inter-, and poly-cultural personality development at the level of informal language education and how it prepares students to respond to potential changes in their future professional careers, while also raising issues about the commercial role of language proficiency and the commodification of language as a factor of success in the professional and social spheres of human life. Finally, the chapter discusses the permanent development parameters of student communicative individuality and identifies the characteristics of the life spheres in which people can realize their personal potential through continuous language improving. By blending conceptual and practical issues, the chapter offers a new strategic and practical perspective on LLL implementation. © 2022, Springer Nature Switzerland AG.

A screen actor prepares: Self-taping by reversing Stanislavsky's Method of Physical Actions

The popularity of streaming services, especially after the COVID-19 pandemic, reinforced the understanding that screen acting skills should be prioritized, prompting a reimagining of Stanislavsky's practices to address the needs of the contemporary actor and acting graduate. Screen actors are expected to self-tape using digital technologies to showcase their acting skills independently. This indicates a growing demand for self-reflective abilities on what works or doesn't work in recorded performances. Aspiring to develop lifelong learning screen actors, this essay argues that Konstantin Stanislavsky's Method of Physical Actions can be reversed for generating findings from acclaimed screen performances to use in self-taping. The reverse Method of Physical Actions proposes that physical scores are artefacts that can be objectively broken down into psycho-physical gestures and character behaviours that can be appropriated for self-taping etudes, and analysed when reflecting on self-tapes, fostering an ongoing embodied understanding of how acting choices work on screen. The breakdown and examination of two scenes portraying Helen Mirren in The Queen (2006) and Viola Davis in Fences (2016) illustrate how the Method of Physical Actions can be rediscovered for do-it-yourself screen acting. This essay helps actors, students and actor trainers to understand how acclaimed actors create outstanding screen performances. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Lifelong learning processes in professional development for online teachers during the Covid era

Introduction: Lifelong learning encompasses four pillars: (1) learning to know;(2) learning to do;(3) learning to be;and (4) learning to live together. These four pillars, which are expanded upon within the current study provide a lens to examine relationships between professional development, use of technology for remote online teaching, and pedagogical efficacy in the age of COVID-19. Methods: The study examined survey responses from 372 primary school subjects representing six different districts, and interviews with 16 teachers. The responses were analyzed using correlation and MANOVA statistical tests. Results: Teachers' professional development processes were found to have a positive impact on the teachers' pedagogical efficacy, by means of positive perceptions toward the use of technology for remote online teaching. Learning foci predicted the use of technology, and the use of technology predicted learning assessment measurements. Discussion: The study's findings reinforce the need for professional development processes based on systematic identification of pedagogical needs that arise in the field, their analysis and the understanding of the added value of pedagogical tools that can support enhanced implementation of teaching - learning - evaluation. The study's findings point to epistemological elements related to the types of acquired knowledge and to learning methods, which make it possible to differentiate between various processes in teachers' professional development as well as processes in the use of innovative pedagogical technology. Copyright © 2023 Reychav, Elyakim and McHaney.

Critical Issues and Trends in Innovation and Entrepreneurship Education in Higher Education in the Post-COVID-19 Era in China and Spain

In the post-COVID-19 era, where innovation and entrepreneurship as an engine for economic development is a top priority for each country, acquiring various skills through innovation and entrepreneurship education is a trend for higher education students. We focus our analysis on two public universities in China and Spain with some similarities in the implementation of innovation and entrepreneurship education. To obtain our information, we conducted interviews with multiple experts in both universities. The study shows that both countries provide funding and policies to promote innovation and entrepreneurship education as innovation and entrepreneurship education is seen as making the university more visible, both at the national and international levels, and as providing society with employment opportunities. We conclude that although innovation and entrepreneurship education design and definition in both universities are different, their development characteristics and trends are the same. Moreover, both universities face common difficulties, namely financial support, management support, and integration with different disciplines. Finally, innovation and entrepreneurship education promote also internationalization and regional development, which requires both countries to strengthen foreign language education and the provision of more entrepreneurial support services.

Development of self-regulated lifelong learning (SR3Ls) model in the era of IR4.0 for post-pandemic economy

Purpose: To continue to stay relevant in the era of Industry Revolution 4.0 (IR4.0) alongside the unprecedented disruption of COVID-19, the importance of lifelong learning is indisputable though this concept has existed for decades. In this context, open and distance learning (ODL) institutions are urged to re-think and re-design their online learning support systems that inculcate self-regulated lifelong learning (SR3Ls) in their learners to be adaptable and resilient for the post-pandemic economy. The purpose of this paper is to develop a SR3Ls model, namely SR3Ls model by utilising the collective opinions of a panel of experts to determine the key domains and attributes. Design/methodology/approach: A 2-round Delphi consensus study was conducted with 39 experts from five countries. The mean, standard deviation (SD), inter-quartile range (IQR) and the ratio of experts assigned score of 4 or greater were used as the basis of consensus assessment with criteria set at mean = 3.0, SD = 1.5, IQR = 1, ratio on score 4 or greater at = 75%. The questionnaire consisted of 5-point Likert-type scale rating the importance level of each attribute combined with open-ended questions. Findings: This paper presented the findings of the first round of Delphi consensus study. For the first round, the experts were asked to evaluate 31 key attributes of SR3Ls model under five domains. The findings revealed that there were five key attributes to be eliminated from the list, while there were seven attributes identified as the key attributes with highest consensus. There were additional attributes suggested by the Delphi panel to be added in the second round of evaluation. Originality/value: This international consensus-based SR3Ls model serves as an important benchmark for ODL institutions across the regions in developing meaningful and relevant online learning support systems for their learners to adopt SR3Ls attributes in order to meet the dynamic market demands. © 2023, Fei Ping Por and Balakrishnan Muniandy.

Percepción de los alumnos sobre su perfil de aprendizaje antes y después del Covid-19 (Student's perspectives about their learning profile before and after Covid-19)

Changes in educational paradigms have affected the understanding of how individuals learn. The emergence of Covid-19 has created unprecedented disruption in the education systems. This study attempts to analyse students' perceptions of their learning profile before and after Covid-19, using two different cohorts of students from five schools. Participated in October 2019 (first application) 369 students, and in November 2021 (second application) 294 students. These are students of two educational cycles: grades 7-9 and 10-12. The Effective Lifelong Learning Inventory questionnaire has seven dimensions: ‘moving and learning', ‘critical curiosity', ‘making sense', ‘creativity', ‘learning relationships', ‘strategic awareness', ‘resilience';and it was administered to understand how students self-assess their learning profile. Descriptive and inferential statistics were calculated to analyse the data and detect possible differences in the learning profiles. The results show that students in grades 7-9 seem to have been the most affected by Covid-19 (means were statistically significant in all dimensions except ‘resilience') when compared to students in grades 10-12 (statistically significant only in ‘critical curiosity', ‘learning relationships' and ‘meaning making' dimensions). In conclusion, the learning profiles have changed between the applications in both cycles. A higher percentage of students rated themselves worse in almost all dimensions in the second application. However, the increased autonomy during Covid-19 could explain the average increases in 'resilience' in grades 7-9 and 'creativity' in grades 10-12 from the first to the second application. Alternate :Los cambios en los paradigmas educativos han afectado la comprensión de cómo los individuos aprenden. La aparición del Covid-19 ha creado una disrupción sin precedentes en los sistemas educativos. Este estudio intenta analizar las percepciones del alumnado sobre su perfil de aprendizaje antes y después del Covid-19, usando dos cohortes diferentes de alumnos de cinco escuelas. Participaron en octubre de 2019 (primera aplicación) 369 alumnos, y en noviembre de 2021 (segunda aplicación) 294 alumnos. Son alumnos de dos ciclos educativos: años 7-9 y 10-12. El cuestionario Effective Lifelong Learning Inventory con siete dimensiones: mudanza y aprendizaje, curiosidad critica, darle sentido, creatividad, relaciones de aprendizaje, conciencia estratégica, resiliencia;fue administrado para entender cómo los estudiantes autoevalúan su perfil de aprendizaje. Estadística descriptiva e inferencial fueron calculadas para analizar los datos y detectar posibles diferencias en los perfiles de aprendizaje. Los resultados muestran que los alumnos de 7-9 parecen haber sido los más afectados por el Covid-19 (las medias eran estadísticamente significativas en todas las dimensiones excepto resiliencia) al ser comparados con los estudiantes de 10-12 (estadísticamente significativas solamente en las dimensiones: mudanza y aprendizaje, curiosidad critica, darle sentido). Concluyendo, los perfiles de aprendizajes han cambiado entre las aplicaciones en los dos ciclos. Un mayor porcentaje de estudiantes se puntuó peor en casi todas las dimensiones en el segundo momento. Sin embargo, la mayor autonomía durante el Covid-19 podría explicar los aumentos medios en ‘resiliencia' en los grados 7-9 y ‘creatividad' en los grados 10-12 de la primera para la segunda aplicación. Palabras-clave: año 7-9;año 10-12;poder de aprendizaje;disposiciones de aprendizaje;effective lifelong learning inventory;covid-19.Alternate :As mudanças nos paradigmas educacionais têm afetado a compreensão de como os indivíduos aprendem. O surgimento do Covid-19 criou uma perturbação sem precedentes nos sistemas educacionais. Este estudo tenta analisar as percepções dos alunos sobre seu perfil de aprendizagem antes e depois do Covid-19, usando dois grupos diferentes de alunos de cinco escolas. Em outubro de 2019 (prim ira aplicação) participaram 369 alunos, e em novembro de 2021 (segunda aplicação) 294 alunos. São alunos de dois ciclos de ensino: 7-9 anos e 10-12 anos. O questionário Effective Lifelong Learning Inventory com sete dimensões: mover e aprender, curiosidade crítica, fazer sentido, criatividade, relações de aprendizagem, consciência estratégica, resiliência;foi administrado para entender como os alunos autoavaliam seu perfil de aprendizagem. Estatísticas descritivas e inferenciais foram calculadas para analisar os dados e detectar possíveis diferenças nos perfis de aprendizagem. Os resultados mostram que os alunos de 7 a 9 anos parecem ter sido os mais afetados pela Covid-19 (as médias foram estatisticamente significativas em todas as dimensões, exceto resiliência) quando comparados aos alunos de 10 a 12 anos (estatisticamente significativos apenas nas dimensões). e aprendizagem, curiosidade crítica, fazer sentido). Concluindo, os perfis de aprendizagem mudaram entre as aplicações nos dois ciclos. Um percentual maior de alunos pontuou pior em quase todas as dimensões no segundo momento. No entanto, o aumento da autonomia durante o Covid-19 poderia explicar os aumentos médios em 'resiliência' nas séries 7-9 e 'criatividade' nas séries 10-12 da primeira para a segunda aplicação. Palavras-chave: ano 7-9;ano 10-12;poder de aprendizagem;provisões de aprendizagem;inventário eficaz de aprendizagem ao longo da vida;COVID-19.