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( Chen et al., 2020 ; Super & Knasel, 1981 ). The lifelong guidance (LLG) ( EU, 2004 ) approach, associated with the paradigm of lifelong learning (LLL), is, therefore, the appropriate response to the challenges of our time ( Barnes, Bimrose, Brown
«Human Resources Development, Education and Lifelong Learning 2014–2020» in the context of the project “Λύχνος καιόμενος: The Oil Lamp in Egypt in the Light of Greek Papyri” (MIS 5047655). We would like to express our gratitude to P. Filos (University of
individual-centered, interactive and dynamic, enabling individuals to determine their own learning processes, which is viewed as a critical complementary part of lifelong learning (Roes 2001 ). Nowadays, almost all research papers are included in
„Áldjon vagy verjen sors keze, itt élned, halnod kell” – Új megközelítés a magyarországi kivándorlás motívumainak feltárásában
“May fortune’s hand bless or beat you here you must live and die” – A novel approach to exploring the motives of emigration from Hungary
. , Aktan , E. , Davies , I. , & Navarro , A. ( 2010 ). What is citizenship? A comparison of representatives from Turkey and old and new EU countries . In P. Cunningham , & N. Fretwell (Eds.), Lifelong learning and active citizenship (pp
. , & Dörnyei , Z. ( 2005 ). Affect in lifelong learning: Exploring L2 motivation as a dynamic process . In D. Nunan (Ed.), Learners’ stories: Difference and diversity in language learning (pp. 22 – 41 ). Cambridge, UK : Cambridge
