Mapping Lifelong Learning Practices in Higher Education: A Systematic Literature Review and Bibliometric Analysis
Abstract
Lifelong learning has become an increasingly important function of higher education; however, research on its implementation remains fragmented across technologies, pedagogies, institutional arrangements, and learner contexts. This study maps the development and characteristics of lifelong learning practices in higher education from 2019 to 2024 using a two-phase design that combines bibliometric analysis with a systematic literature review. Following the PRISMA 2020 guidelines, an initial Scopus search identified 2,709 records. After predefined filters were applied, 285 documents were retained for bibliometric analysis using VOSviewer, while 23 studies that met the eligibility and quality criteria were included in the thematic synthesis. The bibliometric analysis revealed substantial growth in scholarly attention, with annual publication output increasing from 27 documents in 2019 to 94 in 2024. Research activity was geographically widespread but concentrated in several leading countries and institutions. Keyword networks positioned higher education and lifelong learning as central themes linked to adult education, self-directed learning, digital provision, employability, professional development, micro-credentials, and sustainability. The systematic review identified a shift from isolated continuing education activities towards broader lifelong learning ecosystems incorporating flexible and non-formal provision, digital and open learning, experiential curriculum design, staff development, alumni engagement, and intergenerational participation. Across these contexts, effective practices were associated with learner autonomy, authenticity, reflection, collaboration, digital competence, and institutional support. Explicit instructional models, however, remained uncommon, implementation was often fragmented, and the available evidence was constrained by short-term evaluations, inconsistent outcome measures, and the underrepresentation of marginalised learners. The study concludes that lifelong learning should be understood as a context-dependent institutional function whose effectiveness depends on the alignment of learner-centred pedagogy, purposeful technology use, inclusive access, coherent governance, and responsiveness to social and professional change. Received: 16 March 2026 / Accepted: 27 July 2026 / Published: September 2026