The Impact of Community Education Research Community on Residents' Lifelong Learning and Empirical Analysis: Taking Hainan's "Greater Sanya" Economic Circle as an Example

Authors

  • Li Li Hainan Vocational University of Science and Technology, Haikou, China Author
  • Maozheng Fu Hainan Vocational University of Science and Technology, Haikou, China Author
  • Lu Gan Hainan Vocational University of Science and Technology, Haikou, China Author
  • Zhu Zheng Hainan Vocational University of Science and Technology, Haikou, China Author
  • Zhen Ye Hainan Vocational University of Science and Technology, Haikou, China Author

DOI:

https://doi.org/10.70088/hjgn6d21

Keywords:

community education, lifelong learning, empirical analysis, regional collaboration, educational optimization

Abstract

Against the backdrop of building a learning society and developing the Hainan Free Trade Port, community education research communities have emerged as a vital platform for promoting lifelong learning among all citizens. Using the Greater Sanya Economic Zone (Sanya, Lingshui, Ledong, and Baoting) as a case study, this paper employs a mixed-methods approach grounded in four core theories—lifelong education, community-based learning, experiential learning, and regional collaboration. The objective is to systematically analyze the impact mechanisms of community education research communities on residents' lifelong learning across five dimensions: learning willingness, learning behavior, learning capacity, learning satisfaction, and social integration. Through an empirical analysis of 1,126 resident questionnaires, 8,260 pilot participant data points, and in-depth interviews with 23 experts, the study reveals that participants in research communities achieved a 31.6% higher comprehensive lifelong learning score compared to non-participants. Key indicators, including learning motivation, sustained participation, knowledge application, and overall satisfaction, demonstrated significant positive correlations. Furthermore, the research establishes a robust analytical framework encompassing impact mechanisms, empirical validation, and optimization pathways. This framework validates the effectiveness of research communities in addressing critical challenges such as uneven learning resource distribution, limited supply options, and low participation rates. Finally, long-term optimization strategies are proposed across six dimensions: organizational structure, resource allocation, curriculum design, faculty development, funding mechanisms, and evaluation systems, providing empirical evidence and practical models for advancing regional lifelong learning systems.

References

A. Tuijnman and A. K. Boström, "Changing notions of lifelong education and lifelong learning," International Review of Education, vol. 48, no. 1, pp. 93-110, 2002.

F. Tonnies and C. P. Loomis, Community and Society. Routledge, 2017.

D. A. Kolb, Experiential Learning: Experience as the Source of Learning and Development. FT Press, 2014.

S. Kilpatrick, J. Field, and I. Falk, "Social capital: An analytical tool for exploring lifelong learning and community development," British Educational Research Journal, vol. 29, no. 3, pp. 417-433, 2003.

B. Findsen and M. Formosa, Lifelong Learning in Later Life, vol. 7. Springer Science & Business Media, 2012.

I. E. Rüber, S. L. Rees, and B. Schmidt-Hertha, "Lifelong learning–lifelong returns? A new theoretical framework for the analysis of civic returns on adult learning," International Review of Education, vol. 64, no. 5, pp. 543-562, 2018.

P. Jarvis, "From adult education to lifelong learning and beyond," in Fifty Years of Comparative Education, Routledge, 2017, pp. 55-67.

J. Field, "Lifelong education," International Journal of Lifelong Education, vol. 20, no. 1-2, pp. 3-15, 2001.

J. Preston, "Lifelong learning and civic participation: Inclusion, exclusion and community," in The Benefits of Learning, Routledge, 2004, pp. 147-168.

G. Fischer, "Lifelong learning—more than training," Journal of Interactive Learning Research, vol. 11, no. 3, pp. 265-294, 2000.

R. Moreland and T. Lovett, "Lifelong learning and community development," International Journal of Lifelong Education, vol. 16, no. 3, pp. 201-216, 1997.

S. Ó. Tuama, "Learning neighbourhoods: Lifelong learning, community and sustainability in cork learning city," Studies in Adult Education and Learning, vol. 26, no. 1, pp. 53-65, 2020.

P. Jarvis, Adult Education and Lifelong Learning: Theory and Practice. Routledge, 2004.

S. B. Merriam and Y. Kee, "Promoting community wellbeing: The case for lifelong learning for older adults," Adult Education Quarterly, vol. 64, no. 2, pp. 128-144, 2014.

Downloads

Published

31 March 2026

Issue

Section

Article

How to Cite

Li, L., Fu, M., Gan, L., Zheng, Z., & Ye, Z. (2026). The Impact of Community Education Research Community on Residents’ Lifelong Learning and Empirical Analysis: Taking Hainan’s "Greater Sanya" Economic Circle as an Example. Education Insights, 3(3), 273-282. https://doi.org/10.70088/hjgn6d21