Lifelong Learning, Cognition and Wellbeing

  • Our research programme brings together perspectives from learning sciences and analytics, educational psychology and sociology to advance knowledge and innovation at the nexus of lifelong learning, cognition, and wellbeing.

    In our increasingly VUCA (volatile, uncertain, complex and ambiguous) world, education must prepare students for multiple changes in social and work conditions throughout their lifetimes. Lifelong learning refers to all learning activity undertaken throughout life, with the aim of improving knowledge, literacies and competencies for productive engagement in personal, social, civic and professional spheres. By focusing the lens on the natural propensity of human beings to continue to learn, we foreground the nature of learning and cognition as connected and continuous processes that are personally significant and socially transformative.

    A lifelong learner is motivated and self-regulated. By taking ownership of learning, students experience a sense of autonomy and the joy of mastery that is inherent to lifelong learning.
    But these are far from static ‘inner’ states of learning and being that can be easily measured and quantified. These are malleable and highly sensitive to complex processes and contexts of identity formation and sense-making in relation to significant others in families, schools, communities and broader society. Sociocultural, historical, economic and political coditions and influences are paramount. To this end, our research programme advocates for the expansion of what counts as learning to transcend the instrumental goals of improved test scores, and towards the development of essential 21st Century lifelong learning competencies, motivation, self-regulation, metacognition, resilience and wellbeing spanning the individual student to that of society.

    We are committed to internationally-relevant and locally-embedded research-practice partnerships with schools, policy and industry that inform the design and enactment of innovative pedagogies, curricula and assessments that can better prepare future-ready learners.

  •      How do we leverage new advances and affordances and advancements in learning sciences and analytics, educational psychology and sociology to inform the design and enactment of innovative pedagogies, curricula and assessments that effectively foster lifelong learning, cognition, and wellbeing in diverse learners, across multiple learning contexts and over time?

         What are the institutional, sociocultural, historical and transitional conditions that support and/or impede these advances and affordances?

         What are the biological and ecological pathways, from a brain-body-behavior-cultural basis of cognition, that maximise learning and functional wellbeing?

         How do we create and sustain multidisciplinary and multi-stakeholder research-practice partnerships and ecologies that lead to transformative education policies, pedagogies and practices that promote lifelong learning and wellbeing for individuals, communities and society?

  •      Developing adaptability and transitional transfer mechanisms over the educational life span, and sustaining learning passions (joy of learning). These can lead towards lifelong learning.

         Developing adaptive expertise and student agency, and developing intrinsic student motivation for deep learning. These can lead towards life-deep learning.

         Developing tasks and assessments that encourage ideational connections of big ideas across the curriculum, and developing 21st century competency transfer and application across multiple contexts. These can lead towards life-wide learning.

         Building character and historical empathy via formal and informal learning opportunities. These can lead towards life-wise learning.

  •      Fostering collective creativity, criticality and teamwork literacies through CSCL and formative learning analytics environments

    (NRF2013-EDU001-EL019; NRF2015-EDU001-IHL08; NRF2015-EDU001-IHL09; AFD 07/17 TPL; OER 09/15 EK; DEV03/17 EK; OER 62/12 EK)


         Positive psychology interventions to enhance resilience, wellbeing, engagement and achievement in at-risk students

    (OER 21/17 ISC; OER 06/13RBK)


         Translational Specifications of neural-informed game based interventions for mathematical cognitive development of low-progress learners



         Investigating Digital Literacies as 21st Century Competencies among Normal Technical Student

    (OER 03/17 RDR)


         Characterising Epistemic Engineering Practices in a School Makerspace

    (OER 12/14 MT)


         Development, validation and application of a work-readiness assessment inventory (WRAI)