Economic policy to support lifelong learning system development & SDG4 achievement: Bibliometric analysis

Abstract

In order to set economic policy goals, it is important to understand the difference between adult education and lifelong learning, and how much research on SDG 4 combines lifelong learning and economic policy. The purpose of the article is to determine the main directions for justifying the lifelong learning system development, including for achieving sustainable development goal 4 (SDG 4). Based on scientific research data from the Scopus database using the VOSviewer software, this article analyzed the theoretical foundations for substantiating the temporal and geographical interrelationships of the categorical-conceptual system of such terms as "SDG 4", "adult education", "lifelong learning" and "economic". This made it possible to identify the main trends in scientific research and cluster directions of international research on the relationship between adult education, lifelong learning and economic policy. The following trends were obtained: adult education as a driver of economic development; as a social phenomenon and as a source of innovation. The following clusters were identified: adult education as a part of life-long education; adult education under the influence of physical and age-related changes; adult education as part of professional education; the learning process, which is not related to professional activity. As a result of the analysis, an insufficient level of attention among scientific studies devoted to adult education within the framework of SDG 4 was revealed. The article confirmed the need for economic policy to support the lifelong learning system, as well as the difference between the concepts of adult education and lifelong learning.