Mechanisms to lifelong learning among instructors in Thai public universities : A critical realism mixed methods research

Abstract

This research adopted the Critical Realism paradigm and utilized a mixed methods approach for a comprehensive analysis. The purposes of this research were: 1) To assess and describe the level of teachers’ epistemological beliefs and their lifelong learning competencies. 2) To examine whether teachers' epistemological beliefs significantly affect and predict lifelong learning competencies.3) To explore and clarify Thai society's underlying mechanisms of lifelong learning. The study employed a sequential explanatory mixed-methods design, combining quantitative and qualitative methods to comprehensively examine the relationships between instructors’ epistemological beliefs and their lifelong learning competencies. The quantitative phase involved administering the Lifelong Learning Competencies Scale to instructors from 20 Thai public universities, representing diverse institutional types and categories. Multiple Regression Analysis was used to identify whether teachers’ epistemological beliefs significantly affected lifelong learning competencies. In the qualitative phase, in-depth interviews were conducted with participants selected from various scoring groups in the quantitative survey, including both high and low scorers, as well as experts in lifelong learning. Using grounded theory, the qualitative analysis systematically identified, categorized, and explored underlying causal mechanisms, offering an in-depth understanding of the interactions and dynamics within the context of Thai higher education. This integrated approach ensures a nuanced and holistic exploration of the study's objectives.

The quantitative findings revealed that instructors’ epistemological beliefs significantly influenced lifelong learning competencies, Belief in the authority of knowledge (DE = -0.514, p < 0.01) negatively impacted competencies by discouraging critical thinking and adaptability, reflecting cultural tendencies in Thai education that emphasized deference to authority. In contrast, belief in learning effort (DE = 0.393, p < 0.01) positively predicted lifelong learning, highlighting the role of effort-driven engagement in fostering self-directed learning. The qualitative findings revealed two key mechanisms with the strongest explanatory power for lifelong learning. First, Mechanism 2, "Authority Knowledge as a Barrier to Lifelong Learning," was supported by both qualitative and quantitative data, highlighting how epistemological beliefs and cultural norms constrained learning behaviors. Second, Mechanism 3, "Knowledge Sharing as a Driver for Lifelong Learning," demonstrated the transformative role of collaborative practices in strengthening individual agency and institutional adaptability. These mechanisms reflected the complex interplay of cultural, structural, and technological factors, underscoring the need to cultivate educational environments that promoted inquiry, inclusivity, and active engagement in lifelong learning. This research provided valuable insights for policymakers and administrators in higher education to design targeted support systems to enhance lifelong learning competencies among university instructors. It underscored the importance of addressing systemic barriers and fostering a supportive cultural and institutional environment to meet the challenges posed by rapid societal changes and sustainable development goals. The critical realist methodology proved particularly effective in addressing complex social phenomena, offering a comprehensive understanding of surface-level relationships and deeper causal mechanisms. The findings contributed to the theoretical understanding of lifelong learning and provided practical recommendations for advancing educational policies and practices in Thailand.