This study assessed the integration of lifelong learning by lecturers in technology education programmes in tertiary institutions in Rivers State, with a focus on building, mechanical, and electrical electronics technology disciplines. Specifically, it examined the extent to which lecturers engage in professional development, update course content, adopt emerging technologies, mentor students, and align teaching practices with industry needs. A descriptive survey research design was adopted, targeting a population of 180 lecturers, from which 120 lecturers and 50 industrial managers were purposively selected to participate. Data were collected using a structured questionnaire validated by experts and tested for reliability (Cronbach’s alpha = 0.87). Descriptive statistics (mean and standard deviation) summarized lecturers’ engagement in lifelong learning activities, while inferential statistics (t-tests) assessed differences between the perceptions of lecturers and industrial managers at a 0.05 level of significance. The findings revealed that lecturers across all programmes exhibited strong integration of lifelong learning, with grand mean scores ranging from 4.08 to 4.31 for lecturers and 4.11 to 4.19 for industrial managers, indicating alignment between teaching practices and contemporary industry demands. T-test results showed no significant differences in perceptions between the two groups across all programmes, suggesting a shared understanding of lecturers’ commitment to continuous professional development. The study concluded that sustained lifelong learning among lecturers enhances curriculum relevance, teaching effectiveness, and graduate employability in technical fields. It is recommended that tertiary institutions implement structured professional development programmes, strengthen collaborations with industry stakeholders, and adopt student-centered teaching strategies to foster continuous learning and skills adaptability among students.
Keywords: Lifelong Learning, Technology Education Programmes and Tertiary Institutions
