Yetişkin Eğitiminde Yaşam Boyu Öğrenme ve Anlamlı Öğrenme Öz-Farkındalığı: Mesleki Eğitim Kursiyerleri ile Bir Çalışma

Öz

Yaşam boyu öğrenme (YBÖ), bireyin yaşamı boyunca katıldığı tüm öğrenme deneyimlerini kapsar. Bu nedenle, yalnızca bireylerin YBÖ etkinliklerine katılma eğilimlerini değil, aynı zamanda bu süreçlerin bireyler üzerindeki etkilerini de incelemek önemlidir. Bu çalışma, YBÖ’nün anlamlı öğrenmeye yönelik öz farkındalığın gelişimine nasıl katkıda bulunduğuna ilişkin deneysel kanıtları ortaya koymayı amaçlamıştır. Araştırma, mesleki eğitim kurslarına katılan 365 katılımcı üzerinde yürütülmüştür. Çalışma, YBÖ’nün anlamlı öğrenme öz farkındalığı üzerindeki etkilerine ilişkin çıkarımlar sunmaktadır. Araştırmada amaçlı örnekleme ile ilişkisel nicel bir desen benimsenmiştir. Çalışma keşfedici nitelikte olmakla birlikte, değişkenler arasındaki nedensel ilişkilerden ziyade ilişkileri belirlemeyi amaçladığı için korelasyonel analiz tercih edilmiştir. YBÖ ile anlamlı öğrenme öz farkındalığı arasındaki ilişkiyi incelemek için Pearson korelasyon analizi kullanılmıştır. Belirli gruplar arasında karşılaştırmalar yapmak amacıyla ANOVA testlerinden yararlanılmıştır. Korelasyon analizinde, YBÖ ile anlamlı öğrenme öz farkındalığı arasında orta düzeyde, pozitif ve istatistiksel olarak anlamlı bir ilişki bulunmuştur. YBÖ değişkeni, anlamlı öğrenme öz farkındalığındaki varyansın yaklaşık %32’sini açıklamaktadır (R² = .320). Bulgular, katılımcıların eğitim düzeyi ve istihdam durumu gibi bazı demografik özelliklerinin, YBÖ ve anlamlı öğrenme öz farkındalığı düzeylerinde istatistiksel olarak anlamlı farklılıklar gösterdiğini ortaya koymaktadır.

Anahtar Kelimeler

• Yaşam boyu öğrenme
• Mesleki eğitim
• Yetişkin eğitimi
• Anlamlı öğrenme, öz -Farkındalık

Lifelong Learning and Meaningful Learning Self-Awareness in Adult Education: A Study of Vocational Training Participants

Öz

Lifelong learning encompasses all learning experiences that an individual engages in throughout their life. So, it is important to examine not only individuals' tendencies to participate in LLL activities, but also the effects of these processes on individuals. The study aimed to uncover experimental evidence regarding how LLL contributes to the development of meaningful learning self-awareness. This study was conducted on 365 participants in vocational training courses. This study offers implications for the effect of LLL on self-awareness of meaningful learning. The study adopted a correlational quantitative design with purposive sampling. Although the study was exploratory in nature, the choice of correlational analysis was justified by the aim to identify associations rather than causal relationships among variables. Pearson correlation analysis was used to examine the relationship between LLL and self-awareness of meaningful learning. ANOVA tests were used to make specific group comparisons. In correlation analysis, there is a moderate, positive, statistically significant relationship between LLL and meaningful learning self-awareness. The LLL variable explains approximately 32% of the variance in meaningful learning self-awareness (R^2 = .320). The findings show certain demographic characteristics of the participants, such as education and labour status, exhibit statistically significant differences in their LLL and meaningful learning self-awareness levels.

Anahtar Kelimeler

• Lifelong learning
• Vocational training
• Adult education
• Meaningful learning, self-awareness

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