Lifelong Learning – Why Graduating Is Just the Beginning

In a world that is constantly changing due to digitalization, globalization, and technological innovations, lifelong learning is becoming a necessity. The pressure to pursue continuing education is increasing dramatically in many fields. Prof. (FH) DI Dr. Martin Staudinger, Chair of the Faculty at Ferdinand Porsche FERNFH, discusses in an interview the challenges and opportunities presented by this development—and why traditional educational paths are often no longer sufficient.

FERNFH: DearMartin Staudinger, “Lifelong learning” is increasingly cited as the key to personal and professional development. Why do you think it’s more important today than ever before?

Martin Staudinger: I'mnot sure if it's really more important "than ever" today. I think it's always been important—and always will be.

What has changed, however, is that the half-life of our knowledge is getting shorter and shorter—and in some fields, such as digital technologies and the implications of their application, this is happening at a rapid pace. A traditional learning format like a college degree provides a solid and important foundation, but we also need more dynamic formats to stay up to date throughout our (professional) lives.

Another aspect I wouldn't completely overlook is the easy opportunity to connect and exchange ideas with new fellow learners time and again—while, incidentally, setting aside any potential professional rivalries.

Challenges for Lifelong Learning in a Dynamic World

FERNFH: Societyis evolving at an ever-faster pace due to factors such as digitalization, climate change, and globalization. Which of these drivers of change do you see as the most significant today? What specific challenges do they pose for lifelong learning in the present?

Martin Staudinger:I have to disagree a little thereat the outset: Digitalization, climate change, and globalization are indeed developing very rapidly, but society is unfortunately lagging behind. And that is exactly the problem: that we—as a society as a whole, but also as individuals—are increasingly scrambling to keep up with these developments and are allowing the fast pace of the world to pressure us into making decisions without fully understanding their consequences.

Today, we tend to believe that there’s a glimmer of hope if we rely on “AI.” I’m not so sure about that. What’s being achieved here today is already quite remarkable, but we also need people who are willing to persistently learn how we can ultimately arrive at good, sustainable solutions for the future. AI should definitely be used as a tool—no question about it. But as long as it can only generate its understanding of the world from the past and a little bit of the present, it will always be able to think—but not think ahead. Yet if we want to shape the future, we need visionaries.

How Modern Educational Programs Can Reduce the Pressure to Continue Learning

FERNFH: According tothe “Decoding Global Talent” study, 70% of employees already believe that digital technologies and the associated changes mean they need to pursue more continuing education. How can modern educational programs transform this potential pressure to pursue continuing education into a supportive learning culture?

Martin Staudinger:It is importantthat there be low-barrier access to learning opportunities—even those with high-level content. Degrees for which we award academic titles are important and, quite rightly, have their respective formal admission requirements. But in a way, admission requirements and the rather inflexible scheduling options in the tertiary sector can also be a hindrance—for example, the standard practice that one must complete a degree program in one go.

We talk a lot these days about diversity and, among other things, about designing learning environments that do justice to this diversity as much as possible. We need to become much more open-minded and also view different professional experiences and requirements as aspects of diversity—as well as different life stages and circumstances, different mobility options, and so on. And then we need to examine whether the prevailing teaching and learning formats actually do justice to this, or whether our approaches sometimes end up creating barriers to higher education. I’m not exactly sure what the opposite of “hindering” is, but in any case, we should do everything we can to “unhinder” more.

The Vision of Sustainable Learning

FERNFH:What defines an educational program that not only responds to current needs but also anticipates future developments?

Martin Staudinger: Colleges and universitiesare very degree-oriented—and to some extent they have to be, because they are evaluated, among other things, by how many degrees they award. But just because it’s called a “degree” doesn’t mean it marks the end of a person’s lifelong learning journey.

Even though students (and some faculty members) may often get the opposite impression, the fact is: During and at the end of a degree program, the focus is not so much on answering questions as it is on the ability to ask new ones. When educational programs place greater emphasis on this, it does not create “pressure to continue learning,” but rather a truly natural desire to keep learning. And who knows: Maybe one day we’ll remove terms like “final exam” from our higher education glossary and view a “degree” as merely a temporary state.

Ultimately, there should be more opportunities to ask questions about the university—including specific questions—and not just about entire degree programs.

FERNFH:What is your vision for lifelong learning, and what innovative approaches is FERNFH already pursuing to make this vision a reality? What role do so-called micro-credentials play in this?

Martin Staudinger: Myvision is that higher education—all the way up to a formal degree—can be structured from the outset as a lifelong endeavor, and that universities create study options that make this possible. For example, offering parts of a degree program in small “bites” that can be more easily incorporated into students’ schedules and life plans, and that allow them to continue their education without having to significantly interrupt their professional careers.

I know that this is still met with considerable skepticism in some parts of the higher education sector at the moment, but I’m sure we’ll eventually have “stackable” formats where we can combine several small completed units into larger qualifications—even when incorporating non-formal and informal learning settings.

There will always be “traditional” students, but there is also a large group of learners who want to pursue their educational goals step by step, without aiming from the outset to earn a full degree within two or three years.

Currently, micro-credentials—as we offer them at FERNFH—provide a great opportunity to learn new skills relatively quickly or to refresh skills acquired some time ago. The initiative to participate in a micro-credential program can come either from the learners themselves or from companies seeking to fill skill gaps in their teams. In any case, micro-credentials make higher education accessible to a wider audience than before—including those who previously did not have the opportunity to attend college courses.

Personal Tips for Lifelong Learning

FERNFH:If you had to give three tips to someone interested in education on how to stay on top of things in a fast-paced world—what would they be?

Martin Staudinger: First, make a bucket list of what you still want to learn. This could be a subject area you haven’t “dared” to tackle in the past, or one you’ve considered but always put off. Don’t let anything stop you from adding something to the list that you might have failed at during a previous attempt.

Second: It’s not just about your current career plans. Hold on to ideas that others might consider nonsensical or without future potential. Starting an AI training program today just because it’s the talk of the town is no guaranteed path to career advancement or a sustainable opportunity in the job market (even if the odds are currently in your favor). And there’s also no guarantee that you’ll enjoy working with today’s hottest topics in your career tomorrow.

And third: Think about how much time you can devote to this. Even if you just want to gain some insight into a specific topic through a short program, you need to be reasonably confident that you’ll have enough time to complete it. The good news, however, is that digital learning formats allow learners a high degree of flexibility in managing their own time—all the way to lifelong learning.

Lifelong Learning Made Easy

Ferdinand Porsche FERNFH offers flexible and innovative educational formats that are ideal for working professionals, busy individuals, and “lifelong learners”:

• Micro-credentials:Compact learning modules that can be combined individually and provide knowledge that can be put into practice quickly.
• Courseand Certificate Programs: Continuing education opportunitiesfocused on promising fields of expertise.
• Flexible degree programs:Bachelor’s and Master’s degree programs offered through a flexible study model. Study remotely with flexible scheduling and personalized support.