Enhancing Lifelong Learning and Graduate Employability in Teacher Education Programs: ADDIE Framework Approach

Abstract

The COVID-19 pandemic underscored the growing need for cognitive, creative, social, and emotional skills, in addition to technical abilities, in response to the rapidly evolving work environment. A critical alignment between job skills and individual competencies is essential for personal well-being, workforce productivity, and overall economic growth. This study explored strategies for fostering lifelong learning in teacher education programs at universities in Kenya, focusing on using the ADDIE framework for program revision. The key objectives were to identify mechanisms that promote lifelong learning, assess the role of industry partnerships in enhancing graduate employability, and develop a framework for revising teacher education programs. Using a concurrent triangulation approach, the study employed a descriptive survey design across four universities in Kenya, with participants including deans, heads of sections, and students. The findings revealed that effective policies and organizational support are essential for nurturing lifelong learning and strengthening industry partnerships. Furthermore, aligning teacher education programs with the evolving needs of industry requires continuous engagement from stakeholders and policies that support adequate teacher supply, appropriate candidate selection, and equitable teacher distribution, especially in underserved areas. These practices are vital for educators, policymakers, and workforce development professionals to address the demands of the future labor market. A holistic approach that emphasizes these strategies is crucial for enhancing the quality and accessibility of education and advancing national development goals.