Sağlam A., Çiftçi S., Yayla A.

Journal of History School (JOHS), no.LIV, pp.3376-3398, 2021 (Peer-Reviewed Journal)

  • Publication Type: Article / Article
  • Publication Date: 2021
  • Doi Number: 10.29228/joh.51424
  • Journal Name: Journal of History School (JOHS)
  • Journal Indexes: TR DİZİN (ULAKBİM)
  • Page Numbers: pp.3376-3398


The aim of the study is to identify the views of academicians and teachers on lifelong learning. The study data, conceived as a case study, was collected using a semi-structured interview module consisting of 6 questions developed by researchers for a total of 15 educators, 5 academics and 10 postgraduate teachers. The data obtained were analyzed by the method of content analysis. According to the results of the study, it was observed that the educators who participated in the study generally displayed a positive attitude towards the sustainability of lifelong learning and they demonstrated that the social and individual effects of lifelong learning can be further increased with educational support, and they stated that steps should be taken to ensure the use of technological developments in educational environments. As teachers and academicians involved in the study continue to learn throughout lifelong learning, their responses to interview questions in the study show parallelism. In this context, in our country, in order to raise awareness on lifelong learning in accordance with the needs of the 21st century, to take steps to ensure that individuals have the skills of the age, and to realize what types of learning will be realized in which periods of their lives according to the needs of individuals for a total development, it is important to gain "lifelong learning literacy”.