Continuous Learning Competencies for University Students’ Societal Advancement

Abstract

Background and Objective: Rapid technological and labour-market change requires university students to develop competencies that support continued learning, employability, and constructive social participation. This study examined the objective-planning and personal-drive competencies needed by university students for societal advancement. Methods: A descriptive survey involved 65 undergraduate business education students selected purposively at a university in Lagos State, Nigeria. Data were collected with the 15-item Continuous Learning Competencies in Education Programme for Societal Advancement Questionnaire on a four-point scale (Cronbach’s α = .81) and analysed using mean and standard deviation with a 2.50 decision threshold. Results: All objective-planning items were rated as needed (cluster M = 3.40); deadline setting was highest (M = 3.94) and periodic evaluation lowest (M = 3.01). All personal-drive items were also rated as needed (cluster M = 3.32), led by motivation to satisfy basic needs (M = 3.58) and accomplishment (M = 3.47). Conclusion: Structured goal management and sustained personal agency are central perceived continuous-learning capacities for these business education students. Curricula should integrate explicit goal-setting, reflective monitoring, experiential learning, career development, and motivational support while future research verifies actual competence and broader generalisability.