STUDENTS’ MINDSET TOWARDS LIFELONG LEARNING IN THE AGE OF ARTIFICIAL INTELLIGENCE

نویسندگان

  • Anna C. Bocar Assistant Professor, Dr., Department of Business and Management Studies, Gulf College, Sultanate of Oman
  • Ruel F. Ancheta Assistant Professor, Dr., Department of Business and Management Studies, Gulf College Sultanate of Oman
  • Gina G. Jocson Assistant Professor, Dr., Department of Business and Management Studies, Gulf College, Sultanate of Oman
  • Agustin Cortez, Jr. Assistant Professor, Dr., Department of Business and Management Studies, Gulf College, Sultanate of Oman

DOI:

https://doi.org/10.46827/ejes.v13i9.7003

کلمات کلیدی:

growth mindset, fixed mindset, lifelong learning, artificial intelligence

چکیده

Learning should continue to be applied even outside the four walls of academic institutions; thus, this study aimed to identify participants’ mindset towards lifelong learning. The mixed methods research design was used in this study to collect and analyse both quantitative and qualitative data. A researcher-made survey questionnaire was formulated and encoded in Google Forms to collect the data. Furthermore, it was followed by the participants’ interviews through a Focused Group Discussion (FGD), and a thematic analysis was employed to analyze the gathered information. The 180 participants consisted of 91 males and 89 females. They came from different academic levels, and their ages were not recorded since they were not part of the problems to be addressed. Purposive sampling was employed in selecting the participants. The scale of measurement was designed for interpretation purposes. The overall results revealed that the participants are moderately growth-minded (μ= 2.26) in terms of how they perceived lifelong learning.

بیوگرافی نویسندگان

  • Anna C. Bocar، Assistant Professor, Dr., Department of Business and Management Studies, Gulf College, Sultanate of Oman

    Dr. Anna Bocar is a seasoned academic professional with more than 30 years of experience in higher education, specializing in Business Management and Law. As an Assistant Professor, she has consistently demonstrated excellence in teaching, research, and academic service. She has authored approximately fifty research papers published in reputable national and international journals and conference proceedings. Her scholarly work reflects deep expertise in management practices, and interdisciplinary research approaches. She is an active contributor to academic discourse, having presented numerous papers at both national and international conferences. Her research contributions have earned her multiple Best Paper Awards, highlighting the originality, relevance, and impact of her work. She is known for combining her teaching practice with active research engagement, contributing to academic development through publications, conference participation, and curriculum-related work in higher education. To view her research articles please visit:

    Google Scholar: https://scholar.google.com/citations?user=D6DANk4AAAAJ&hl=en Scopus ID: 57209177594

    SSRN: https://ssrn.com/author=870740

    ResearchGate: https://www.researchgate.net/profile/Anna-Bocar

    ORCID: https://orcid.org/0000-0002-3895-7567

  • Ruel F. Ancheta، Assistant Professor, Dr., Department of Business and Management Studies, Gulf College Sultanate of Oman

    Dr. Ruel F. Ancheta is currently an Assistant Professor and a Module Leader at Gulf College with more than 3 decades of teaching experience at graduate and undergraduate levels. He also has massed industry experience in the field of Human Resources Management, Training and Development. He is a doctorate in Educational Management from Eulogio Amang Rodriguez Institute of Science and Technology, a Master's in English Language Teaching from Philippine Normal University, and a bachelor’s in Secondary Education with a major in English from Romblon State University. He published several papers in referred journals including Scopus-indexed journals. His research interest includes English Language Teaching, Educational Management and Leadership, Human Resources Management and Development, and Social Sciences.

    Scopus ID: 59748074700

    ORCID: http://orcid.org//0009-0002-2023-8342

  • Gina G. Jocson، Assistant Professor, Dr., Department of Business and Management Studies, Gulf College, Sultanate of Oman

    Dr. Gina G. Jocson is currently an Assistant Professor at Gulf College, Oman, with over 30 years of teaching experience in higher education. She holds a Doctor of Philosophy in Management and is a licensed professional teacher. She previously served as a Research Head at a college in the Philippines, where she led institutional research activities and supported the development of a strong research culture. Dr. Jocson has published research articles, conference papers, books, and reviews in international refereed journals. Her research interests include Educational Management, Human Resource Management/Leadership, Social Science and Technology, Business Quality Management and Multidisciplinary research fields. She continues to contribute to teaching, research, and student development through her academic work and professional experience.

    Scopus ID: 57280870700

    ORCID: https://orcid.org/0000-0003-0118-6954

  • Agustin Cortez, Jr.، Assistant Professor, Dr., Department of Business and Management Studies, Gulf College, Sultanate of Oman

    Dr. Agustin Cortez, Jr., is a highly accomplished academic and industry professional whose career in higher education spans more than two decades across basic, undergraduate, and postgraduate education. He holds a Doctor of Philosophy in Management, a Master of Business Administration, and a Bachelor of Science in Accountancy, providing a strong foundation for his multidisciplinary expertise. Beyond academia, his extensive experience in the manufacturing, construction, and cooperative sectors enables him to enrich classroom instruction with practical industry perspectives. Over the years, he has taught a wide range of business disciplines, including management, marketing, operations, accounting, finance, human resource management, and business law. Prior to joining Gulf College in 2015, he held senior administrative positions in a state college in the Philippines, leading significant accreditation initiatives. A certified trainer, assessor, and registered professional teacher, he continues to pursue research in strategic business operations, marketing, management, and internal control systems.

    ORCID: https://orcid.org/0009-0003-1886-7016

مراجع

Aisyah, Dwi Yulianti, P., Yandhini, S., Putri Sari, A. D., Herawani, I., & Oktarini, I. (2024). The Influence of AI on Students’ Mind Patterns. BICC Proceedings, 2, pp. 183–186. https://doi.org/10.30983/bicc.v1i1.125

Aronson, J., Fried, C. B., & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38(2), 113-125. https://doi.org/10.1006/jesp.2001.1491

Asad, M.M. & Ajaz, A. (2024). Impact of ChatGPT and generative AI on lifelong learning and upskilling learners in higher education: unveiling the challenges and opportunities globally, International Journal of Information and Learning Technology, 41(5), pp. 507-523. https://doi.org/10.1108/IJILT-06-2024-0103

Brassey, J., & van Dam, N. (2017). Staying relevant in the workplace: Develop lifelong learning mindsets. 1st Edition. 10-13.

Blackwell, L., Trzesniewski, K., & Dweck, C. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246-263. https://doi.org/10.1111/j.1467-8624.2007.00995.x

Bagnall, R. G. (2009). Lifelong learning as an idea for our times: An extended review. p. 1. https://doi.org/10.1080/02601370902805395

Barros, R., Monteiro, A., Nejmedinne, F., & Moreira, J. A. (2013). The relationship between students’ approach to learning and lifelong learning. Psychology, 792-797. http://dx.doi.org/10.4236/psych.2013.411113

Bathmaker, A. M. (2001). ‘It's the perfect education’: lifelong learning and the experience of foundation-level GNVQ students. Journal of Vocational Education & Training, 53(1), 81-100. https://doi.org/10.1080/13636820100200144

Canning, E. A., Muenks, K., Green, D. J., & Murphy, M. C. (2019). STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes. Science Advances, 5(2). https://doi.org/10.1126/sciadv.aau4734

Cavanagh, A., et al. (2018). Trust, growth mindset, and student commitment to active learning in a college science course, CBE-Life Science Education, 17(1), https://doi.org/10.1187/cbe.17-06-0107

Cimpian, A., Arce, H. M. C., Markman, E. M., & Dweck, C. S. (2007). Subtle linguistic cues affect children's motivation. Psychological Science, 18(4), 314-316. https://doi.org/10.1111/j.1467-9280.2007.01896.x

Candy, P. C. (1991). Self-Direction for Lifelong Learning. A Comprehensive Guide to Theory and Practice. Jossey-Bass, 350 Sansome Street, San Francisco, CA.

Cropley, A., & Knapper, C. (2021). Lifelong learning in higher education. Routledge. https://doi.org/10.4324/9780203969281

Cherry, K. (2022). What Is a Mindset and Why It Matters? Retrieved from https://www.verywellmind.com/what-is-a-mindset-2795025

Collins, C., Dennehy, D., Conboy, K., & Mikalef, P. (2021). Artificial intelligence in information systems research: A systematic literature review and research agenda, International Journal of Information Management, 60. https://doi.org/10.1016/j.ijinfomgt.2021.102383

Caulfield, J. (2019, September 6). How to do thematic analysis: A step-by-step guide. Scribbr. Retrieved from https://www.scribbr.com/methodology/thematic-analysis/

Creswell, J., & Plano, C. (2011). Designing and conducting mixed methods research. Thousand Oaks, California: BMJ Publishing Group, 2011. Retrieved from https://books.google.ro/books/about/Designing_and_Conducting_Mixed_Methods_R.html?id=eTwmDwAAQBAJ&redir_esc=y

Chrisantiana, T. G., & Sembiring, T. (2017). Pengaruh Growth dan Fixed Mindset terhadap Grit pada Mahasiswa Fakultas Psikologi Universitas “X” Bandung. Humanitas, 1(2), 133–146. https://doi.org/10.28932/humanitas.v1i2.422

De la Harpe, B., & Radloff, A. (2000). Informed teachers and learners: The importance of assessing the characteristics needed for lifelong learning. Studies in Continuing Education, 22(2), 169-182. https://doi.org/10.1080/713695729

Demirel, M. (2009). Lifelong learning and schools in the twenty-first century. Procedia-Social and Behavioral Sciences, 1(1), 1709-1716. https://doi.org/10.1016/j.sbspro.2009.01.303

Dang, J., & Liu, L. (2022). A growth mindset about human minds promotes positive responses to intelligent technology. Cognition, 220, https://doi.org/10.1016/j.cognition.2021.104985

Durden, T. (2024). Factors that influence your mindset. Available [Online] https://fearlessbusinessboss.com/7-factors-that-influence-your-mindset/

Djokic, I., Milicevic, N., Djokic, N., Malcic, B. & Kalas, B. (2024). Students’ Perceptions of the Use of Artificial Intelligence in Educational Services. Amfiteatru Economic, 26(65), pp. 294-310. https://doi.org/10.24818/EA/2024/65/294

Dweck, C., Chiu, C., & Hong, Y. (1995). Implicit theories and their role in judgments and reactions: A word from two perspectives, Psychological Inquiry, 6(4), 267-285. https://doi.org/10.1207/s15327965pli0604_1

Dweck, C. S. (2006). Mindset: The new psychology of success. New York, NY: Random House. Retrieved from https://psycnet.apa.org/record/2006-08575-000

Dweck, C. (2017). Mindset: Changing the way you think to fulfil your potential, London: Constable and Robinson, Ltd, 2017. Retrieved from https://books.google.ro/books/about/Mindset_Updated_Edition.html?id=ckoKDQAAQBAJ&redir_esc=y

Dweck, C. S. (2019). The Choice to Make a Difference. Perspective on Psychological Science, 14(1), 21–25. https://doi.org/10.1006/jesp.2001.1491

Duckworth, A., & Eskreis-Winkler, L. (2013). Self-Control and Grit: Related but Separable Determinants of Success. Current Directions in Psychological Science, 23(5). pp 319-325, https://doi.org/10.1177/0963721414541462

Fuesting, M., Diekman, A., Boucher, K., Murphy, M., Manson, D., & Safer, B. (2019). Growing STEM: Perceived faculty mindset as an indicator of communal affordances in STEM. Journal of Personality and Social Psychology, 117(2), 260 –281. https://doi.org/10.1037/pspa0000154

Johnson, B., & Christensen, L. (2004). Educational research: Quantitative, qualitative, and mixed approaches. Needham Heights, MA: Allyn & Bacon. Retrieved from https://www.researchgate.net/publication/264274753_Educational_Research_Quantitative_Qualitative_and_Mixed_Approaches_Fifth_Edition

Gholami, M. J., & Al Abdwani, T. (2024). The Rise of Thinking Machines: A Review of Artificial Intelligence in Contemporary Communication. Journal of Business, Communication & Technology, 3(1), 29-43. https://doi.org/10.56632/bct.2024.3103

Gunderson, E. A., Gripshover, S. J., Romero, C., Dweck, C. S., Goldin-Meadow, S., & Levine, S. C. (2013). Parent praise to 1- to 3-year-olds predicts children's motivational frameworks 5 years later. Child Development, 84(5), 1526-1541. https://doi.org/10.1111/cdev.12064

Haimovitz, K., & Dweck, C. S. (2016). What Predicts Children’s Fixed and Growth Intelligence Mind-Sets? Not Their Parents’ Views of Intelligence but Their Parents’ Views of Failure. Psychological Science, 27(6), 859-869. https://doi.org/10.1177/0956797616640165

Heslin, P., Vandewalle, D., & Latham, G. (2008). Keen to help? Managers' implicit person theories and their subsequent employee coaching. Personnel Psychology, 59, 871-902. Retrieved from https://ssrn.com/abstract=1149624

Hong, Y., Chiu, C., Dweck, C., Lin, D., & Wan, W. (1999). Implicit theories, attributions, and coping: A meaning system approach. Journal of Personality and Social Psychology, 77(3) 588-599. https://doi.org/10.1037/0022-3514.77.3.588

Kiendl, F. (2015). The Mindset of Mastery: From Exercising to Practicing. RKC School of Strength, 2015.

Knapper, C and Cropley, A. J. (2000). Lifelong learning in Higher Education. Stylus Publications, Sterling, VA. https://doi.org/10.4324/9780203969281

Mangels, J. A., Butterfield, B., Lamb, J., Good, C., & Dweck, C. S. (2006). Why do beliefs about intelligence influence learning success? A social cognitive neuroscience model. Social Cognitive and Affective Neuroscience, 1(2), 75-86. https://doi.org/10.1093/scan/nsl013

McCombs, B. L., & Marzano, R. J. (1990). Putting the self in self-regulated learning: The self as agent in integrating will and skill. Educational Psychologist, 25(1), 51-69. https://doi.org/10.1207/s15326985ep2501_5

Manninen, J. & Meriläinen, M. (2011). Benefits of Lifelong Learning–Bell Survey Results. University of Eastern Finland. Retrieved from http://www.bell-project.eu/cms/wp-content/uploads/2014/06/Bell-Survey-results.pdf

Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children's motivation and performance. Journal of Personality and Social Psychology, 75(1), 33-52. https://doi.org/10.1037/0022-3514.75.1.33

Mizumoto, A., & Eguchi, M. (2023). Exploring the potential of using an AI language model for automated essay scoring. Research Methods in Applied Linguistics 8(4). https://doi.org/10.2139/ssrn.4373111

Murphy, M., & Dweck, C. (2010). A culture of genius: How an organization’s lay theory shapes people’s cognition, affect, and behavior. Personality and Social Psychology Bulletin, 36(3). https://doi.org/10.1177/0146167209347380

Pilat, D., & Sekoul, D. (2021). Fixed Mindset. The Decision Lab. Retrieved from https://thedecisionlab.com/reference-guide/psychology/fixed-mindset

Pishghadam, R. (2016). Emotioncy, Extraversion, and Anxiety in Willingness to Communicate in English. Proceedings of the 5th ICLEI London. Pages 1-5. Retrieved from https://icsai.org/procarch/5iclei/5iclei-4.pdf

Rattan, A., Good, C., & Dweck, C. S. (2012). "It's ok—Not everyone can be good at math": Instructors with an entity theory comfort (and demotivate) students. Journal of Experimental Social Psychology, 48(3), 731-737. https://doi.org/10.1016/j.jesp.2011.12.009

Riley, D., & Claris, L. (2008). Developing and Assessing Students’ Capacity for Lifelong Learning. Pedagogies, 3, pp. 1-11. Retrieved from https://www.ijee.ie/articles/Vol24-5/s9_ijee2062.pdf

Schumann, K., Zaki, J., & Dweck, C. (2014). Addressing the empathy deficit: beliefs about the malleability of empathy predict effortful responses when empathy is challenging. Journal of Personality and Social Psychology, 107(3) 475-493. https://doi.org/10.1037/a0036738.

Smith, J. (2020). Growth Mindset vs Fixed Mindset: How what you think affects what you achieve. Retrieved from https://mindsethealth.com/matter/growth-vs-fixed-mindset

Srivastava, P. Hasija. T. & Goyal, A. (2020). Unleashing the potential of artificial intelligence in the education sector for institutional proficiency, Transforming Management Using Artificial Intelligence Techniques, First Edition, CRC Press. https://doi.org/10.1201/9781003032410-2

Stec, G. (2015). Encouraging mastery in the classroom: The effect of goal orientation on academic performance. Goucher College, Baltimore, Maryland. Retrieved from https://mdsoar.org/bitstream/handle/11603/1682/MEd_Stec_actionres_Su2015.pdf?sequence=1&isAllowed=y

Thrun, S. (1998). Lifelong learning algorithms. In Learning to learn (pp. 181-209). Boston, MA: Springer US. pp 181-209. https://doi.org/10.1007/978-1-4615-5529-2_8

Triantis, J. E. (2013). Culture, Mindset, Processes, and Principles. In Navigating Strategic Decisions (pp. 96–111). Productivity Press.

Vandewalle, D. (2012). A growth and fixed mindset exposition of the value of conceptual Clarity. Industrial & Organizational Psychology, 5(3), 301-305. https://doi.org/10.1111/j.1754-9434.2012.01450.x

دانلودها

چاپ شده

2026-09-10

شماره

دوره 13 شماره 9 (2026)

نوع مقاله

Articles

مجوز

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).