In the context of China's "Education Modernization 2035" initiative, the concept of lifelong education introduces new demands for the long-term development of university education. As a key component of the "Ten Major Education Systems," university service-oriented education requires a robust evaluation framework to guide its progress. This study, adopting a lifelong education perspective and incorporating the CIPP evaluation model, proposes an indicator system for assessing the quality of service-oriented education in universities. By examining how the perspective of lifelong education reshapes the value of service-oriented education in universities, the study emphasizes scientific rigor, systematic approach, and practical relevance. It also highlights the importance of forward-thinking, holistic, and interactive characteristics. The study identifies key evaluation indicators across four dimensions—context, input, process, and product—focusing on typical service scenarios such as libraries, cafeterias, and dormitories. The evaluation framework developed provides both theoretical foundations and practical guidance for universities, enabling them to assess service-oriented education quality, optimize service systems, and improve educational effectiveness.

Zeng Ruirang, Guo Yahui, Qiu Qiaohui. A Study on the Construction of an Evaluation Index System for Service-Oriented Education in Higher Education Institutions from the Perspective of Lifelong Education. Frontiers in Educational Research (2026), Vol. 9, Issue 4: 21-28. https://doi.org/10.25236/FER.2026.090404.

[1] Huang, J. (2019). Looking ahead to the path of education modernization across time and space. Lifelong Education Research, 30(4), 3–7.

[2] Liu, X., & Wang, Y. (2023). The internal logic and practical pathways of service-oriented education in higher education institutions in the new era. Ideological and Theoretical Education, (8), 107–111.

[3] Li, G. (2017). Paul Lengrand and the theory of lifelong education: Implications of Western lifelong education theory for China’s educational modernization. Educational Research, 38(6), 146–150, 158.

[4] Li, W. (2019). An analysis of promoting the “curriculum-based ideological and political education” reform in higher education institutions from the perspective of teachers. Journal of Beijing Polytechnic, 18(2), 57–60.

[5] Jin, J. (2023). Research on continuing education in adult higher education institutions based on the enhancement of learners’ vocational competencies. Continuing Education Research, (9), 12–16.

[6] Xiao, Y. (2003). An analysis of the CIPP educational evaluation model. Education Science, (3), 42–45. 

[7] Gao, Z. (1998). A review of the CIPP educational evaluation model. Teaching and Management, (Z1), 57–59. 

[8] Zeng, R., & Sun, L. (2025). Construction of an evaluation indicator system for senior education curricula based on the CIPP model. Vocational Education Forum, 41(5), 106–114.