SELF-LEARNING AND LIFELONG LEARNING READINESS AMONG UNIVERSITY  STUDENTS IN THE DIGITAL ERA: A CASE STUDY AT THUYLOI UNIVERSITY  (SOUTHERN CAMPUS)

Vu Thi Thu Huong

Vu Thi Thu Huong	vuthuhuong@tlu.edu.vn	Thuy Loi University - Southern Campus No. 02 Truong Sa, Gia Dinh ward, Ho Chi Minh City, Vietnam

Summary:

Digital transformation is reshaping how university students access and engage with knowledge, emphasizing the need to strengthen self-learning competence and lifelong learning readiness. This study examines the current state and influencing factors of self-directed learning among students at the Southern campus of Thuyloi University. Using a cross-sectional quantitative design, data were collected from 1,007 students via a structured questionnaire covering five aspects: Learning motivation, habits, teacher and environmental influences, self-learning skills, and lifelong learning readiness. Results show that only 39.23% of students have a defined self-learning method, while over 83.52% acknowledge its importance, indicating a gap between awareness and behavior. Binary logistic regression was used to estimate the probability of developing a specific self-learning method, with daily self-learning duration emerging as the strongest behavioral predictor (p < 0.001), whereas other factors showed more modest effects. The study recommends embedding self-learning skills into curricula, promoting learner autonomy, and integrating self-learning indicators into higher education quality assurance.

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Keywords:

self-directed learning

Lifelong Learning

university students

digital education transformation

learning skills

logistic regression.

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Journal:

No. 1, January 2026

VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES

SELF-LEARNING AND LIFELONG LEARNING READINESS AMONG UNIVERSITY STUDENTS IN THE DIGITAL ERA: A CASE STUDY AT THUYLOI UNIVERSITY (SOUTHERN CAMPUS)