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Employing the European LifeComp framework, it proposes a category of active ageing for longevity via continuous learning and competence development, addressing cognitive and physical decline while sustaining purpose.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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T., Nepton, A., Olaoluwa, I. F., & Farahani, H. (2025). Experiences of racism among students of colour at the University of Ottawa. University of Ottawa. [https://doi.org/10.20381/ruor‐31205](https://doi.org/10.20381/ruor‐31205)  \n[Wu](Wu), H., Garza, E., & Guzman, N. (2015) . International student’s challenge and adjustment to college.  \nEducation Research International, 2015, 1–9. [http://dx.doi.org/10.1155/2015/202753](http://dx.doi.org/10.1155/2015/202753)  \nXie, Q., Zhu, Y., Lin, T., Yin, Z. (G.), & Goldberg, S. B. (2025) . Digital mental health interventions for international students: Current evidence and future directions [Preprint]. PsyArXiv. 1–9. [https://](https://)[ ](https://)[doi.org/10.31234/osf.io/8b3j9](doi.org/10.31234/osf.io/8b3j9)  \nZhai, Y., & Du, X. (2020). Addressing collegiate mental health amid COVID‐19 pandemic. Psychiatry Research, 288, 1–2. [https://doi.org/10.1016/j.psychres.2020.113003](https://doi.org/10.1016/j.psychres.2020.113003)  \nA Systematic Scoping Review on Life Competences Development in the Work to Retirement Transition  \nMuhammad Fazil1  \nAbdul Waheed2  \nABSTRACT: The recognition of the life discourse model, beyond the immutable and static concept of well‐being across mental, physical, and social domains, has paved the way for the integration of lifelong learning into the debate on ageing over the past two decades. This emphasises the role of autonomy, fulfilment, and a proactive approach indecision‐making in later life through the application of past experiences and skills learned in earlier stages, prior to the significant transition from work to retirement (TWR) . The European LifeComp, as a theoretical framework from a pedagogical perspective of continuous growth and improvement, facilitate the definition of a new category of active ageing for longevity in adult education. In the pre‐retirement stage, through this new category of continuous learning and competence development, individuals can cope with the challenge of cognitive and physical decline while transitioning into retirement, while also maintaining a sense of competence and purpose in their post‐employment life. The findings of this study advance the life course perspective on ageing by delineating key domains and constructs underpinning life competences, as evidenced through empirical investigations and the implementation of competence‐oriented learning interventions.  \nKeywords: Life Competences, Active ageing, Longevity, Lifecycle, Work to Retirement  \nIntroduction  \nBy the middle of the 21st century, individuals aged 65 and above are expected to makeup over one‐fifth of the U.S. population, an increase from just 13% in 2010 (Wang &  \n1Doctoral Student, University of Padua; [muhammad.fazil@studenti.unipd.it](muhammad.fazil@studenti.unipd.it)  \n2Doctoral Student, University of Padua; [abdul.waheed@studenti.unipd.it](abdul.waheed@studenti.unipd.it)  \nShi, 2016). This ageing trend is not unique to the United States; similar patterns can be observed across various global regions, including China, India, Japan, and the European Union (Tilstra et al., 2024; Wang & Shultz, 2010). The driving forces behind this demographic transformation include a combination of longer life expectancies, reduced fertility rates, and the progressive ageing of the Baby Boomer cohort. Consequently, as more individuals approach retirement in the coming decades, the ageing workforce and increasing retirement rates have become key topics in current policy and research across various fields. In addition to the growing number of retirees, extended life expectancy means that many people now spend more years in retirement (Burton et al., 2021) .  \nThe transition to the post‐work phase should not be seen merely as a period of reaction to the external changes. Instead, it is a dynamic process and a significant ecological transition (Simonetti, 2023), requiring individuals to adapt and engage in creative reinvention across personal, social, and lifel","cbCaiqzuk8cpGTZY","https://ap.wps.com/l/cbCaiqzuk8cpGTZY","pdf",455635,18,"English","# Abstract\n# Keywords\n# Introduction\n## Ageing trends and retirement rates\n## Transition as an ecological and dynamic process\n## Research perspectives on work-to-retirement transition","[{\"question\":\"What model supports integrating lifelong learning into ageing debates?\",\"answer\":\"The study emphasizes the life discourse model, moving beyond static views of well-being across mental, physical, and social domains to connect lifelong learning with ageing.\"},{\"question\":\"How does the European LifeComp framework contribute to the proposed approach?\",\"answer\":\"From a pedagogical perspective, it supports defining a category of active ageing for longevity, enabling continuous growth through competence development in the pre-retirement stage.\"},{\"question\":\"What are the three research perspectives used to understand the work-to-retirement transition?\",\"answer\":\"The text describes role theory, continuity theory, and life course theory, explaining retirement through shifts in social roles, consistency in behaviours and relationships, and placement within a broader life trajectory.\"}]","A Systematic Scoping Review on Life Competences Development in the Work to Retirement Transition - Abstract, Keywords, and Introduction | PDF",1792050407,45]