Diana, Dai Matsumoto, Rina Windiarti, Eem Munawaroh, Zakki Nurul Amin, Akaat Hasjiandito, All Fine Loretha, Wisnu Kristanto, Qotrun Nada Nafiah
This study explores the influence of parenting style on the development of lifelong learning skills in the context of Indonesian and Japanese cultures, focusing on parenting practices in Indonesian and Jeparng culture. This paper aims to provide a comprehensive and systematic overview of the practice of nurturing lifelong learning skills through the four pillars of lifelong learning according to UNESCO and provide an overview of how the cultures of the two countries align through the Hofstede cultural dimension. This study is a systematic literature review (SLR) following the PRISMA guidelines with peer review of articles indexed by Scopus and Web of Science. Fourteen relevant articles were reviewed using UNESCO's four pillars of lifelong learning: learning to know, learning to be, learning to live together, learning to do and Hofstede's cultural dimensions, namely Power Distance, Individualism, Masculinity, Uncertainty Avoidance, Long-Term Orientation and Indulgence. The synthesis of this article finds that nurturing both supports all four pillars of UNESCO but has different styles of implementation. In Indonesia, lifelong learning competencies applied to parenting are influenced by religiosity and collectivist values, which encourage moral growth, social responsibility and cooperation. While in Japan, lifelong learning is taught through routine, discipline, independence, self-regulation and social harmony. This study analysed the practice according to six cultural dimensions. © 2026 John Wiley & Sons Ltd.
Universitas Negeri Semarang, Semarang, Indonesia; Tohoku University, Sendai, Japan; STKIP Bina Insan Mandiri, Surabaya, Indonesia; Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
