<![CDATA[Rapid technological and labour-market change requires university students to develop competencies that support continued learning, employability, and constructive social participation. This study examined the objective-planning and personal-drive competencies needed by university students for societal advancement. A descriptive survey design was used with 65 undergraduate business education students selected purposively at a university in Lagos State, Nigeria. Data were collected through the researcher-developed Continuous Learning Competencies in Education Programme for Societal Advancement Questionnaire, comprising 15 items on a four-point scale. The instrument produced a Cronbach’s alpha coefficient of .81. Mean and standard deviation were used for analysis, with 2.50 as the decision threshold. All objective-planning items were rated as needed, yielding a cluster mean of 3.40. Setting deadlines received the highest mean (M = 3.94), while periodic evaluation of objectives received the lowest, though still positive, mean (M = 3.01). All personal-drive items were also rated as needed, with a cluster mean of 3.32. Motivation to satisfy basic needs ranked highest (M = 3.58), followed by maintaining self-possession through accomplishment (M = 3.47). The findings indicate that structured goal management and sustained personal agency are central continuous-learning capacities for business education students. Universities should integrate explicit goal-setting, reflective monitoring, experiential learning, career development, and motivational support into curricula to strengthen students’ adaptability, self-reliance, and contribution to society.]]>
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