First paragraphs: Those of us who work in higher education have an important task to fulfil, namely, to promote lifelong learning. Consequently, it can be of benefit to understand the concept of ‘lifelong learning’ and the various dimensions it encompasses. Lifelong learning does not merely entail that we can or should engage in learning throughout our lives – it also involves continuously learning new knowledge and skills whether we actively choose to do so or not. As a result, those of us who work in the field of education and learning are tasked with an additional responsibility: to ensure that such learning is rewarding for the individual and contributes to the long-term development of society.

When lifelong learning is demanded in the context of higher education, this signifies a shift from viewing oneself as a post-secondary institution catering to young adults to acting as a partner in the individual’s lifelong learning journey. Establishing a lifelong relationship with an individual who is constantly evolving naturally entails increased complexity but also additional opportunities. As early as twenty years ago, the Swedish National Agency for Higher Education noted that lifelong learning was politically, organizationally, and attitudinally embedded in the Swedish higher education system. Notwithstanding this, the agency also noted that it was perhaps time for a deeper understanding of what lifelong learning truly entails. The difference now compared to then is the increase in the proportion of the population who hold higher education degrees, the increased demand in the job market for skilled labour, and changes in work methods based on technological advancements. While we can learn from past events, we must also be prepared to observe what is happening in society right now.

This essay introduces the concept of ‘lifelong learning’ and highlights different ways how the concept can be considered. To this end, I pose the following questions: What has lifelong learning entailed in different time periods? What ideologies guide the direction of learning? and How do different perspectives regarding learning relate to each other? Taken together, answers to these questions can contribute to deepening our understanding of lifelong learning in higher education and thereby enhancing our work with lifelong learning.