Year: 2025
Type: article
Abstract: The potential of continuous learning, sustainable development and mentoring in adult learning and working life has long been identified. However, the connection between mentoring, continuous learning and sustainability has been limited in research. This study addresses this research gap and answers the question: What are mentors' perceptions of the connection between mentoring and continuous learning and sustainability? The data consists of interviews with mentors (N=10). The data was analyzed using a thematic analysis based on a data-driven approach. The results show that mentors' perceptions of mentoring and continuous learning are related to the temporal, content and contextual dimensions of learning. In mentoring, past, present and future phenomena related to the working life are addressed and learned. The aspects of context awareness, relationality, and transferability were also evident in mentors´ reflections. The connection between mentoring and continuous learning is deeply linked to sustainability issues, offering support to new generations as they navigate the transition into the evolving workforce. This support is structured to promote ecological, economic, and social sustainability. The sustainability of working life is also strengthened by mentors' opportunities for continuous learning. However, more research is needed to develop mentoring programmes in order to unlock the broad potential of mentoring. Keywords: mentoring, continuous learning, sustainable development, working life, sustainability
Source: Athens Journal of Education
DOI: 10.30958/aje.12-2-1
Institutions: University of Jyväskylä, University of Eastern Finland
Language: English
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4409391016