Ackoff, R. L. (1999). Re-creating the Corporation: A Design of Organizations for the 21st Century. Oxford University Press, USA.
Ahmadiasl, F., Shahi, S., Mehralizadeh, Y., & Farasatkhah, M. (2019). Identifying desirable Structure components in Higher Education: paving the way for Lifelong Learning, Education and Learning studies, 76(1), 218-238. [In Persian].
Ahmed, M. (2014). Lifelong Learning in a Learning Society: Are Community Learning Centres the Vehicle? In Education, learning, training (pp. 102-125). Leiden, Boston: Brill.
Ahonsi, S. (2012). The Trico logical Learning Approaches: Pedagogy. London, UK: Andragogy and Heutagogy.
Aspin, D. N. (Ed.). (2007). Philosophical perspectives on lifelong learning (Vol. 11). Springer Science & Business Media.
Bagheri, A., Yamani, M., Farasatkhah, M., & khorasani, A. (2018). Student Social Networks in the Learning-Innovation Process: A Systematic Review of Scientific Research Papers (2006-2008). Research on the Foundations of Education, 1 (15), 92-115. [In Persian].
Bennet, M., & Moriarty, B. (2016). Lifelong learning theory and pre-service teachers’ development of knowledge and dispositions to work with Australian Aboriginal students. International Journal of Pedagogies and Learning, 11(1), 1-9.
Bhatia, P. G. (2015). Lifelong learning-learning to learn. The Business & Management Review, 5(4), 265.
Billett, S. (2010). The perils of confusing lifelong learning with lifelong education. International Journal of Lifelong Education, 29(4), 401-413.
Bozat, P., Bozat, N., & Hursen, C. (2014). The evaluation of competence perceptions of primary school teachers for the lifelong learning approach. Procedia-Social and Behavioral Sciences, 140, 476-482.
Chiţiba, C. A. (2012). Lifelong learning challenges and opportunities for traditional universities. Procedia-social and behavioral sciences, 46, 1943-1947.
Chugh, R. (2016, September). Lifelong Learners and Learning Organisations: Perspective of Australian University Academics. In European Conference on Knowledge Management (p. 181). Academic Conferences International Limited.
Davis, M. (2003). Barriers to reflective practice: The changing nature of higher education. Active learning in higher education, 4(3), 243-255.
Deegan, J., & Martin, N. (2018). Demand Driven Education, merging work & learning to develop the human skills that matter. Retrieved from https://www.pearson.com.
Dehmel, A. (2006). Making a European area of lifelong learning a reality? Some critical reflections on the European Union’s lifelong learning policies. Comparative Education, 42(1), 49-62.
Delors, J. (1998). Learning: The treasure within. Paris: United Nations Educational, Scientific and Cultural Organization.
Duţă, N., & Rafailă, E. (2014). Importance of the Lifelong Learning for Professional Development of University Teachers–Needs and Practical Implications. Procedia-Social and Behavioral Sciences, 127, 801-806.
Eberle, J. (2009). Heutagogy: What your mother didn’t tell you about pedagogy and the conceptual age. In Proceedings of the European Conference on e-Learning. 181-188.
European Commission (EC). (2001). Making a European area of lifelong learning a reality. Brussels: European Union.
Fischer, G. (2000). Lifelong learning—more than training. Journal of Interactive Learning Research, 11(3), 265-294.
Hammond, C. (2004). Impacts of lifelong learning upon emotional resilience, psychological and mental health: fieldwork evidence. Oxford Review of Education, 30(4), 551-568.
Harrison, J., & Turok, I. (2017). Universities, knowledge and regional development. REGIONAL STUDIES, VOL. 51, NO. 7, 977–981.
Jarvis, P. (2016). Towards a comprehensive theory of human learning. Abingdon, Oxford: Routledge.
Jennings, G. R. (2000). Educating students to be lifelong learners. Review of Business, 21(3/4), 58.
Kamyabi, M., Froughi, A., & Yarmohamadian, M. (2016). Desirable Characteristics of Higher Education Policies with Emphasis on the Lifelong Learning Approach, Iranian Journal of Medical Education, 17, 38-49. [In Persian].
Kryk, B. (2016). Accomplishment of the European Union lifelong learning objectives in Poland. Oeconomia Copernicana, 7(3), 389-404.
Laal, M., & Laal, A. (2012). Lifelong learning; elements. Procedia-social and behavioral sciences, 47, 1562-1566.
Leeuwen, M. J., & Praag, B. M. (2002). The costs and benefits of lifelong learning: The case of the Netherlands. Human Resource Development Quarterly, 13(2), 151-168.
Litman, J. (2005). Curiosity and the pleasures of learning: Wanting and liking new information. Cognition & emotion, 19(6), 793-814.
Longworth, N. (2003). Lifelong Learning in Action: Transforming 21st Century Education. London: Kogan Page.
Love, D. (2011). Lifelong learning: Characteristics, skills, and activities for a business college curriculum. Journal of Education for Business, 86(3), 155-162.
Luţ, D. M. (2017). The role of lifelong education and training in human capital development. Quaestus, Timisoara, (11), 9-18.
Marks, A. (2002). A 'grown up' university? Towards a manifesto for lifelong learning. Journal of Education Policy, 17(1), 1-11.
Miclea, M. (2004). “Learning to do” as a pillar of education and its links to entrepreneurial studies in higher education: European contexts and approaches. Higher Education in Europe, 29(2), 221-231.
Mohammadi mehr, M., Maleki, H., Abbaspour, A., & khoshdel, A. (2016). The Role of Higher Education in Lifelong Learning. Education Strategies in Medical Sciences, 4(2), 91-94. [In Persian].
Mwaikokesya, M. J. (2014). Undergraduate students' development of lifelong learning attributes in Tanzania (Doctoral dissertation, University of Glasgow). Retrieved from http://theses.gla.ac.uk/5018/.
Nesbit, T., Dunlop, C., & Gibson, L. (2007). Lifelong learning in institutions of higher education. Canadian Journal of University Continuing Education, 33(1), 35.
Popescu, A. I. (2012). Essentials of University Strategy Development in the Field of Lifelong Learning. European Journal of Interdisciplinary Studies, 4(1), 32.
Prokou, E. (2008). A comparative approach to lifelong learning policies in Europe: the cases of the UK, Sweden and Greece. European Journal of Education, 43(1), 123-140.
Schuetze, H. G. (2006). International concepts and agendas of lifelong learning. Compare, 36(3), 289–306.
Slantcheva-Durst, S. (2014). Mechanisms of lifelong learning: the spread of innovative short-cycle higher education qualifications within national systems. Higher Education, 68(1), 87-102.
Su, Y. H. (2011). The constitution of agency in developing lifelong learning ability: The ‘being’mode. Higher Education, 62(4), 399-412.
Su, Y. H., Feng, L. Y., Yang, C. C., & Chen, T. L. (2012). How teachers support university students’ lifelong learning development for sustainable futures: The student's perspective. Futures, 44(2), 158-165.
Yorke, M. (2003). Going with the flow: First-cycle higher education in a lifelong learning context. Tertiary Education and Management, 9(2), 117-130.
Yousefi, M. (2017). Construction and validation of an Iranian scale measuring lifelong learning approach among medical students. Education Strategies in Medical Sciences, 10 (6), 423-430. [In Persian].
Zandi, B., & Masoumifard, M. (2018). Lifelong learning priorities in the form of modern-day literatures from the perspective of faculty and students. School and virtual learning, 6 (3), 65-80. [In Persian].
)