Effect of teachers’ lifelong learning behaviours and digital literacy: A literature synthesis

Abstract

Effective integration of technology in teaching and learning activities in secondary schools is a reflection of learning capacities and experiences by teachers from previous learning. This paper explores the effect of teachers’ lifelong learning behaviours and the achievement of digital literacy. The paper specifically addresses the following objectives: teachers’ views on lifelong learning, the benefits of both lifelong learning and digital literacy, and how lifelong learning affects digital literacy in relation to integrating technology into teaching and learning in secondary schools. The paper systematically reviews secondary literature to evaluate teachers’ lifelong learning behaviours and its influence on their acquisition of digital literacy skills. Specifically, the focus is on teachers teaching in secondary schools. The paper is anchored on social learning theory developed by Albert Bandura. Approximately 20 research articles met the criteria for inclusion in this analysis. The analysis from the empirical studies has shown that lifelong learning by teachers is critical towards ensuring instructional effectiveness. Findings from developing countries' research have shown that most teachers find themselves far behind in terms of digital literacy, which affects the integration of technology in teaching and learning activities in secondary schools. There is a positive effect of teacher lifelong learning behaviours, digital literacy levels and integration of technology in classroom instruction in secondary schools. It is therefore concluded that teachers’ digital literacy competency levels are dependent on their lifelong learning behaviours. It is recommended that teachers should embrace lifelong learning behaviours through acquisition of digital literacy skills, which is key towards integration of technology in their instructional process in schools. Additionally, the government should ensure that secondary schools are properly provided with technological infrastructure facilities to enable teachers with lifelong skills to integrate them into their teaching and learning process. The Ministry of Education also needs to develop and promote lifelong learning policy to enable teachers to reposition themselves with the changing demands in the education sector and realities of the present world.