Measuring propensity for lifelong learning: Comparing Chinese and U.S. engineering students

Lifelong learning is a critical skill for all citizens of the modern world, especially engineers. All engineering educators throughout the world must focus on this outcome. It is difficult, however, to measure students´ ability to engage in lifelong learning. In this work, the use of two short surveys designed to measure students´ propensity for lifelong learning is investigated with engineering students at universities in China and the United States. Overall, engineering students in China and the U.S. self-reported a propensity for lifelong learning on both surveys. Several comparisons were done including 1) sophomores, 2) electrical, computer, and biomedical engineering sophomores and juniors, and 3) Asian American students compared to Chinese. Interestingly, contrary to popular stereotypes of Chinese students as rigid rote learners, the Chinese students reported higher use of adaptable learning strategies including comfort with open-ended problems and uncertainty compared with the American students.