UNIVERSITY TEACHERS’ PERCEPTION OF ENHANCING LEARNING TO LEARN COMPETENCE IN HIGHER EDUCATION

Abstract

Learning competence is perceived as a key competence for lifelong
learning. However, it is not clear how teachers can effectively help students develop
into self-regulated, lifelong learners. The aim of the study was to find out how university teachers perceive students’
learning to learn competence, as well as if and how often teachers in higher education
incorporate the developing learning skills of students into their study programs and
what the reasons are for doing or not doing so. The participants of the study were teachers of the Estonian Military Academy
and the Narva College of the University of Tartu. The questionnaire was administered
and included open-ended questions on teachers’ perception of learning to learn
competence and the importance of developing this competence. It also comprised
statements about teaching practices, which the participants had to mark according
to how often they did them, bringing out the challenges they face.
The study revealed that university teachers recognise the importance of
developing students’ learning to learn competence but often focus more on content
delivery, assuming students are already self-regulated learners. Teachers also noted
that enhancing their own proficiency in learning strategies and involving diverse
subjects throughout the study period could improve the development of students’
learning to learn competence.