Abstract:

The aim of this study is to examine the relationship between teachers’ digital literacy skills and lifelong learning tendencies. The relational survey model was used in this study. The sample of the study consists of 367 teachers working in preschool, primary school, middle school and high school levels in Afyonkarahisar city center. Frequency, percentage, standard deviation, mean, independent samples t-test, Pearson moment product correlation and two-way variance (Anova) analysis were used in the analysis of the data. The results of the study revealed that teachers’ digital literacy skill levels and lifelong learning tendencies are high. A significant difference was found between teachers’ lifelong learning tendencies and digital literacy skill levels. It was observed that this difference was in favor of those with high digital literacy skills. In addition, on teachers' lifelong learning tendencies; the common effect of gender and digital literacy skill levels was found to be significant; but branch, seniority, level and digital literacy skill levels do not have a common effect.It was found that there is a significant, moderate and positive relationship between teachers' digital literacy skills and lifelong learning tendencies. At the same time, positive and moderately significant relationships were found between these two variables in gender, branch, seniority and level groups. Finally, it was found that teachers’ digital literacy skills significantly predicted their lifelong learning tendencies.

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