Needs Assessment for Developing a Personal Learning Environment Application Based on Self-Determined Learning and Learning Contract to Enhance Lifelong Learning Skills of Student Teachers

Abstract

This study aimed to 1) assess the needs for developing a personal learning environment application based on self-determined learning and learning contract to enhance student teachers’ lifelong learning skills, and 2) examine the student teachers’ current and desired states of lifelong learning skills. The sample consisted of 745 student teachers selected through multi-stage sampling. The research instrument was a questionnaire with a reliability coefficient of 0.98, which included sections on demographic information, personal learning environments based on self-determined learning and learning contract and lifelong learning skills requirements. The data were analyzed using descriptive statistics and the Modified Priority Needs Index (PNImodified). The findings revealed that the highest-priority need in the personal learning environment domain was communication tools between students and teachers and among students (PNI_modified = 0.32). In the self-determined learning and learning contract domain, the highest-priority needs were participation in goal setting, learning plans, learning supports, self-regulation, and evaluation between teachers and students (PNI_modified = 0.33), together with self-reflection of online learning and activities (PNI_modified = 0.33) Regarding lifelong learning skills, the highest-priority need was fundamental skills for learning and daily life activities (PNI_modified = 0.33), followed by personal, social, and emotional skills (PNI_modified = 0.31), and personal skills for professional development (PNI_modified = 0.31). The findings of this study will serve as a basis for the development of a personal learning environment application to foster student teachers’ lifelong learning skills.