Abstract
In the context of global and rapid change, the demand for continuous self‑development of professionals is increasing. This article addresses the problem of fostering lifelong learning (LLL) skills among university teachers, driven by the shortening shelf‑life of professional knowledge – according to forecasts, 39% of existing skills will become outdated or transformed by 2030. The aim of the study is to identify how in‑service teachers at a Kazakhstani pedagogical university perceive lifelong learning, as well as to determine the key barriers and possible strategies for developing these skills within the institutional environment. The methodology is based on a qualitative case study: structured online interviews were conducted with six teachers from O. Zhanibekov South Kazakhstan Pedagogical University, and the data were analysed using thematic analysis. The results show that teachers generally recognize the importance of LLL, but in practice they face limited time, heavy teaching loads, lack of motivation, and insufficient institutional support. The most sought‑after strategies include mentorship, allocated time for reflection, and integration of research‑based practices into the curriculum. The significance of the study lies in its empirical evidence of the gap between declared LLL policies and actual conditions for their implementation at O. Zhanibekov South Kazakhstan Pedagogical University. The conclusions point to the need to revise workloads, strengthen mentoring support, and create a sustainable motivational environment for teachers’ professional development