Exploratory Factor Analysis (EFA) for Lifelong Learning Competencies of Students with Disabilities in University

Authors

  • Fitri Dwi Arini Universitas Negeri Padang Author
  • Permata Universitas Sebelas Maret Author

DOI:

https://doi.org/10.24036/10

Keywords:

Lifelong Learning Competencies, Student with Disabilities, Factor Analysis, EFA

Abstract

This study utilized Exploratory Factor Analysis (EFA) to identify the core factors that constitute lifelong learning competencies among students with disabilities in a university context. This study aimed to evaluate the content validity and perform Exploratory Factor Analysis (EFA) on a 14-item scale designed to assess lifelong learning competencies in students with disabilities. The items were developed based on five key factors: Goal setting, application of knowledge and skills, self-direction and self-evaluation, locating information, and adaptable learning strategies Analyzing the responses of 46 students with disabilities, the study validated the content of the 14 items on the Lifelong Learning Competencies scale. However, the EFA process indicated that only these 10 items could be consolidated into theoretical factors, resulting in four key dimensions: curiosity, openness to learning, access to information and information literacy, and self-direction and self-evaluation. These factors encapsulate critical elements of lifelong learning competencies, including self-regulation, critical thinking, and adaptability. The findings underscore the necessity for universities to implement inclusive strategies that nurture these competencies, thereby fostering an environment conducive to the success of students with disabilities. This research contributes to the advancement of inclusive educational practices, ensuring that students with disabilities are equipped to thrive in lifelong learning and achieve academic and professional success.

Author Biographies

  • Fitri Dwi Arini, Universitas Negeri Padang

    Department of Nonformal Education, Universitas Negeri Padang, Indonesia

  • Permata, Universitas Sebelas Maret

    Department of Special Education, Universitas Sebelas Maret, Indonesia.

References

Akmal, A. (2017). Public Policy and ICTs for Higher Education of Disabled Students in Indonesia. KnE Social Sciences, 2(4), 51. https://doi.org/10.18502/kss.v2i4.867

AlAli, R., & Wardat, Y. (2024). Innovative Teaching: Building Engagement, Critical Thinking, and Lifelong Learning Skills. International Journal of Religion, 5(10), 2152–2163. https://doi.org/10.61707/fdpxd919

Amnesti, S. K. W., Jundiani, Zulaichah, S., Noh, M. S. M., & Fitriyah, L. (2023). Higher Education with Disabilities Policy: Ensuring Equality Inclusive Education in Indonesia, Singapore and United States. Journal of Human Rights, Culture and Legal System, 3(3), 412–440. https://doi.org/10.53955/jhcls.v3i3.135

Aykac, M., Aslandag, B., & Kogce, D. (2020). The Examination of Prospective Mathematics Teachers’ Perceptions of Lifelong Learning Competencies. Journal of Computer and Education Research, 8(16), 705–719. https://doi.org/10.18009/jcer.751476

Bidokht, M. H., & Assareh, A. (2011). Life-long learners through problem-based and self directed learning. Procedia Computer Science, 3, 1446–1453. https://doi.org/10.1016/j.procs.2011.01.028

Chakraborty, S. (2024). Empowering and Engaging Adult Learners: Strategies to Facilitate Self-directed Learning in Adult Education. International Journal For Multidisciplinary Research, 6(3), 1–26. https://doi.org/10.36948/ijfmr.2024.v06i03.22216

Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative and Mixed Methods Approaches. In SAGE Publications (5th Editio). SAGE Publications. https://doi.org/10.4324/9781315707181-60

Gast, I., Neelen, M., Delnoij, L., Menten, M., Mihai, A., & Grohnert, T. (2022). Supporting the well-being of new university teachers through teacher professional development. Frontiers in Psychology, 13(July), 1–19. https://doi.org/10.3389/fpsyg.2022.866000

Handayani, M. R. (2017). Audiobook islami untuk penyandang disabilitas SLB kategori A. At-Taqaddum, 8(2), 109–128. https://doi.org/10.21580/at.v8i2.1167

Karakoc, B. (2021). Views of Academic Staff in Universities on Lifelong Learning and Adult Education. Asian Journal of Education and Training, 7(3), 195–203. https://doi.org/10.20448/journal.522.2021.73.195.203

Li, L., Meng, W., Wang, L., Jiang, Y., Kong, Q., & Shi, Z. (2024). Mental Health Factors and Learning Adaptability Among Nursing Students During the COVID-19 Pandemic: A Structural Equation Modelling Study. Teaching and Learning in Nursing, 000, 1–8. https://doi.org/10.1016/j.teln.2024.11.017

Marcano Belisario, J. S., Huckvale, K., Saje, A., Porcnik, A., Morrison, C. P., & Car, J. (2014). Comparison of self administered survey questionnaire responses collected using mobile apps versus other methods. Cochrane Database of Systematic Reviews, 2014(4). https://doi.org/10.1002/14651858.MR000042

Radović, S., Seidel, N., Menze, D., & Kasakowskij, R. (2024). Investigating the effects of different levels of students’ regulation support on learning process and outcome: In search of the optimal level of support for self-regulated learning. Computers and Education, 215(July 2023). https://doi.org/10.1016/j.compedu.2024.105041

Saleem, S., Burns, S., & Perlman, M. (2024). Cultivating young minds: Exploring the relationship between child socio-emotional competence, early childhood education and care quality, creativity and self-directed learning. Learning and Individual Differences, 111(July 2023), 102440. https://doi.org/10.1016/j.lindif.2024.102440

Szabo, Z. K., Körtesi, P., Guncaga, J., Szabo, D., & Neag, R. (2020). Examples of problem-solving strategies in mathematics education supporting the sustainability of 21st-century skills. Sustainability (Switzerland), 12(23), 1–28. https://doi.org/10.3390/su122310113

Tabachnick, B. G., & Fidell, L. S. (2013). Using Multivariate Statistics. In Pearson (6th Editio). Pearson. https://doi.org/10.1037/022267

Umbase, R. S. (2023). Management of quality assurance and development of the quality culture of higher education in Indonesia. Multidisciplinary Reviews, 6(4). https://doi.org/10.31893/multirev.2023032

Wade, S., & Kidd, C. (2019). The role of prior knowledge and curiosity in learning. Psychonomic Bulletin and Review, 26(4), 1377–1387. https://doi.org/10.3758/s13423-019-01598-6

Wibowo, S. B., & Muin, J. A. (2018). Inclusive Education in Indonesia: Equality Education Access for Disabilities. KnE Social Sciences, 3(5), 484. https://doi.org/10.18502/kss.v3i5.2351

Yap, J. S., & Tan, J. (2022). Lifelong learning competencies among chemical engineering students at Monash University Malaysia during the COVID-19 pandemic. Education for Chemical Engineers, 38(September 2021), 60–69. https://doi.org/10.1016/j.ece.2021.10.004

Ye, J. H., Cui, Y., Wang, L., & Ye, J. N. (2024). The Relationships between the Short Video Addiction, Self-Regulated Learning, and Learning Well-Being of Chinese Undergraduate Students. International Journal of Mental Health Promotion, 26(10), 805–815. https://doi.org/10.32604/ijmhp.2024.055814

Zhang, W., Chin, T., Li, F., Lin, C. L., Shan, Y. N., & Ventimiglia, F. (2022). The Impact of Career Competence on Career Sustainability Among Chinese Expatriate Managers Amid Digital Transformation in Vietnam: The Role of Lifelong Learning. Frontiers in Psychology, 13(March), 1–8. https://doi.org/10.3389/fpsyg.2022.791636

Downloads

Published

2024-11-30

How to Cite

Exploratory Factor Analysis (EFA) for Lifelong Learning Competencies of Students with Disabilities in University. (2024). International Journal of Pedagogy and Learning Community (IJPLC), 1(2), 97-103. https://doi.org/10.24036/10