Reimagining lifelong learning in Irish higher education: A phenomenographic exploration of key stakeholders’ visions for the future

Lifelong learning (LLL) is widely recognised as a driver of economic, social, and personal development. However, its implementation in higher education (HE) remains fragmented, reflecting enduring tensions between humanistic and human capital approaches. In Ireland, many higher education institutions (HEIs) support LLL and offer a wide variety of LLL activity, yet systemic, cultural, and financial barriers persist. This study explores how senior stakeholders within Irish HE conceive the future of LLL in the sector, identifying three dominant visions: transformation, adaptation, and continuation. Using a phenomenographic research approach, it examines perceived challenges in the current state of LLL in Irish HE, as well as the guiding principles and key actions of the proposed ways forward. Framed by critical theory, the study interrogates not only institutional practices but also prevailing assumptions about LLL’s purpose and direction.