Abstract:

The acceleration of studies on lifelong learning is considered as an important factor in the sustainability of the qualified manpower of the countries. In the realization phase of sustainable learning experiences, the European Union has determined some key competences within the scope of lifelong learning so that individuals can organize their own learning. In this direction, it is aimed to examine the opinions of postgraduate students, who are considered as future practitioners of lifelong learning, about their lifelong learning competencies. In this study, in which the phenomenology design was adopted, criterion sampling methods were used to form a volunteer group of 15 participants who received postgraduate education, and the data were obtained by a semi-structured interview form. Eight key competences determined by the European Union for lifelong learning were taken into account in the creation of the research questions and semi-structured interview form. The data obtained from the graduate students were analyzed by content analysis, and the themes were reached from the categories and codes. According to the findings obtained as a result of the analysis; it has been determined that the statements of postgraduate students about lifelong learning and lifelong learning competencies overlap with the definitions in the literature.

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