Learning without Limits: Exploring University Students’ Experiences of Digital Technologies to Foster Lifelong Learning

Abstract

Digital Technologies (DT) are pivotal in promoting Lifelong Learning (LLL) by providing students with access to a wealth of information. Technologies facilitate students’ personalized learning experiences, enabling them to progress at their own pace and in line with their interests. DT has transformed higher education by expanding access to information and creating opportunities for independent and continuous learning. This study explored how university students use DT to enhance LLL. A qualitative research design guided by an interpretivist philosophical paradigm was employed to understand students’ experiences and perspectives on a sample of purposively selected 10 M.Phil. and 10 Ph.D. students. Data were collected through semi-structured interviews using a protocol comprising 10 open-ended questions addressing DT and LLL. The interview responses were examined thematically to identify recurring patterns in participants’ experiences and learning practices. The findings revealed that finding and evaluating reliable online information, creating and presenting learning materials, protecting personal information, learning beyond the classroom, setting learning goals, applying online learning in academic and everyday contexts, monitoring learning progress, adapting learning methods when facing difficulties, continuing to acquire new knowledge, and the overall contribution of digital technologies to SDL and LLL. Participants reported using academic databases, Google Scholar, educational videos, digital libraries, and productivity applications to support their learning. They also described evaluating information credibility, monitoring their progress, and modifying learning strategies according to their needs. These findings highlight the importance of strengthening digital competence to prepare students for LLL beyond formal educational settings.