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

Abstract

The COVID-19 pandemic highlighted the need for cognitive, creative, social, and emotional skills alongside technical abilities in response to a changing work environment. This study applied Reeler's (2007) Theory of Change to explore strategies for fostering lifelong learning in teacher education programs at Kenyan universities, using the ADDIE framework for program revision. The study's objectives were to: (i) identify mechanisms that promote lifelong learning, (ii) assess the role of industry partnerships in enhancing graduate employability, and (iii) develop a framework for revising teacher education programs. A concurrent triangulation approach with a descriptive survey design was used across four universities, involving deans, heads of sections, and students. The findings revealed that effective policies and organizational support are crucial for nurturing lifelong learning and strengthening industry partnerships. Aligning teacher education with industry needs requires continuous engagement from stakeholders, supported by policies ensuring adequate teacher supply, proper candidate selection, and equitable distribution, especially in underserved areas. These practices are vital for improving education quality and accessibility, contributing to long-term national development goals.