From LiFE to RISE: Exploring the Structural Possibilities of University Lifelong Learning Systems Based on Stakeholder Perceptions of the LiFE Project

This study aims to analyze the key outcomes and limitations of the LiFE (Lifelong education at universities for the Future of Education) project, which was implemented to establish and advance lifelong learning systems in Korean universities. Building on this analysis, the study explores the potential for the future operation and diffusion of university lifelong learning systems and derives corresponding policy implications. The study focuses on the perceptions and experiences of key stakeholders—particularly university and local government actors—who played central roles in implementing the LiFE project. These insights inform the practical strategies for transitioning to the RISE (Regional Innovation System & Education) framework and building regionally grounded higher lifelong learning systems. The study identifies eight major outcome categories encompassing 21 subcategories: (1) transformation in perception and institutionalization of university lifelong learning; (2) diversification of adult-friendly curricula and flexible academic systems; (3) improved responsiveness to educational demand via local and industry partnerships; (4) tailored support systems for adult learners' continuity; (5) changes in institutional culture and awareness; (6) development of data-driven policy and performance management; (7) inter-university collaboration through shared university models; and (8) enhancement of higher vocational education focused on lifelong competence. Conversely, seven major categories of limitations and institutional needs were identified, comprising 16 subcategories: (1) difficulties in ensuring institutional sustainability and stability; (2) insufficient collaboration with local governments and communities; (3) tensions with existing academic culture and institutional systems; (4) lack of flexibility in administrative and financial management; (5) lack of curriculum standardization and underdeveloped performance management; (6) shortage of professional staff and educational resources, and limited support infrastructure; and (7) inadequate outreach and information provision for adult learners. At a time when the transition from LiFE to RISE is accelerating, this study highlights policy, institutional, organizational, and practical implications for sustainable reform in university lifelong learning systems.