RIGHT TO KNOWLEDGE AS THE FOUNDATION OF LIFELONG LEARNING

Abstract

This chapter argues that the right to knowledge is the fundamental precondition for lifelong learning for all. It also underscores that the right to knowledge should be recognized as a fundamental human right, as affirmed in international agreements such as the Universal Declaration of Human Rights and Sustainable Development Goal 4. The study establishes the connection between open access to knowledge and theories of self-directed and constructivist learning, as well as a new integrative framework, the ‘Knowledge Access Ecosystem’, which proposes that this right is contingent on the alignment of legal, material, socio-cultural, and agential components. Within this framework, the chapter moves on to a systematic analysis of the systemic obstacles, socio-economic disparities, digital divide, and cultural-linguistic and policy blockages that impede this right and entrench learning inequalities. In closing, the chapter makes the case for a definitive, eco-systemic policy and advocacy approach. It underscores the moral obligation to transition from fragmented interventions to integrated strategies that dynamically sustain access to knowledge as a universal entitlement, which is essential for fostering equitable, inclusive, and resilient societies.