Abstract

This study examined the levels and underlying factor structure of lifelong learners’ attributes reported by English language teaching (ELT) teachers in Myanmar’s higher education institutions. A cross-sectional survey was conducted with 330 teachers using a questionnaire comprising 10 demographic questions and 50 items across six conceptual domains. Descriptive statistics and exploratory factor analysis (EFA) were applied. Minimum Residual extraction with Oblimin rotation produced a five-factor solution comprising 44 retained items: Collaborative Mindset, Digital Adaptability, Pedagogical Innovation, Reflective Capacity and Higher-Order Thinking, and Learning Autonomy and Self-Management. The five factors explained 51.1% of the total variance, and the final scale demonstrated excellent internal consistency (α = .958). ELT teachers reported high levels across all six original conceptual domains. The findings provide preliminary evidence of the scale’s internal structure and offer a foundation for further validation and research on lifelong learners’ attributes among ELT teachers in Myanmar’s higher education institutions. The findings have practical implications for 1) institutional policies, 2) teacher professional development, and 3) the design of targeted continuous professional development (CPD) programs to strengthen lifelong learners’ attributes among ELT teachers.

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