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The Philippine higher education institutions (PHEIs) adopted learning competency-based standards and outcome-based systems to develop graduates imbued with the positive attitude of continuous or lifelong learning necessary for this 21st century. Also, several HEI programs were awarded as centers of excellence (COE) or center of development (COD) in recognition of the excellent quality of education and development of students with positive attitudes toward lifelong learning in Science, Technology, Engineering, Agriculture-Fisheries, and Mathematics (STEAM) programs. This descriptive-correlational research study surveyed 24,172 students and 1,016 faculty members from 83 PHEIs awarded as COE/COD in STEAM programs to investigate their perceptions on the importance and possibility of engagement toward lifelong learning activities. Students’ possibility to engage in lifelong learning activities was correlated with their willingness to engage in lifelong learning. Faculty members’ engagement possibility was correlated with their agreement on the institution's expectation to acquire our update their background knowledge. Most STEAM students and faculty members regarded lifelong learning as important to very important and with moderate to high possibility of engagement. Unlike fisheries, mathematics, and technology programs, students under agriculture, engineering, and science programs were willing to engage in lifelong learning provided that their possibility of engagement is moderate or higher. Most faculty members expressed their willingness to engage in lifelong learning activities, be role models to their students, and be effective in their roles at work, in life, and the community. Faculty members engage in lifelong learning not only because it was expected of them by their institution.
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