Lifelong learning and personal learning environments:a productive symbiosis in higher education

  1. José Antonio García Martínez
  2. Mercedes González Sanmamed
  3. Pablo César Muñoz Carril
Revista complutense de educación

ISSN: 1130-2496

Ano de publicación: 2023

Volume: 34

Número: 1

Páxinas: 167-177

Tipo: Artigo

DOI: 10.5209/RCED.77232 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Revista complutense de educación


Citas recibidas

  • Citas en Scopus: 0 (26-03-2023)

SCImago Journal Rank

(Valores previstos, calculados en base ao último indicador recollido, ano 2.021)
  • Ano 2021
  • Impacto SJR da revista: 0.517
  • Cuartil maior: Q2
  • Área: Education Cuartil: Q2 Posición na área: 483/1381

Índice Dialnet de Revistas

(Valores previstos, calculados en base ao último indicador recollido, ano 2.021)
  • Ano 2021
  • Factor de impacto da revista: 1,450
  • Ámbito: EDUCACIÓN Cuartil: C1 Posición no ámbito: 20/228


  • Ciencias Sociais: B

Scopus CiteScore

(Valores previstos, calculados en base ao último indicador recollido, ano 2.021)
  • Ano 2021
  • CiteScore da revista: 2.6
  • Área: Education Percentil: 69

Journal Citation Indicator (JCI)

(Valores previstos, calculados en base ao último indicador recollido, ano 2.021)
  • Ano 2021
  • JCI da revista: 0.63
  • Cuartil maior: Q3
  • Área: EDUCATION & EDUCATIONAL RESEARCH Cuartil: Q3 Posición na área: 387/743


The aim of this study was in first place, to validate the lifelong learning (LLL) scale, and for later, to analyze this learning perspective and its relationship with the educational approach of the personal learning environment (PLE). In the last year students do various degrees at a university in Costa Rica. Using a non-experimental, transactional design, we applied a probabilistic questionnaire where the representative sample was (n=1187). For the validation, an exploratory factor analysis using the maximum likelihood method with oblimin rotation was carried out. The scope of the study is descriptive and correlational. The results show that the LLL scale used is a valid, and the tool used to explore the topic is reliable. In addition, we saw a moderate inclination towards lifelong learning in the students, mainly about all the application capability of new knowledges and skills in practical surroundings, and how they relate to the new learning with previous acquisitions. It is observed a significant relationship among this training approach and personal learning environments, characterized by the use of the potential offered by technological tools. It has been found significant differences by gender, knowledge area, academic performance, and internet connection hours. Among the conclusions, it is pointed out that the universities must foster the linked competences with LLL to boost the PLE of the learners and propitiate its optimum social and professional insertion along their vital route.

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