The role of individual innovativeness levels in the relationship between preservice teachers' lifelong learning tendencies and online learning readiness levels

Ebru Solmaz

doi:10.46778/goputeb.1776691

EN

The role of individual innovativeness levels in the relationship between preservice teachers' lifelong learning tendencies and online learning readiness levels

Abstract

This research aims to examine the role of individual innovativeness levels in the relationship between preservice teachers' lifelong learning tendencies and their readiness levels for online learning. Designed as a study using a predictive correlational design, one of the quantitative research types, the population of the study consists of 5781 preservice teachers studying at the Faculty of Education of a state university in the 2024-2025 academic year. The required sample size was calculated to be 361 people. The sampling method was determined as convenience sampling, one of the non-random sampling methods. The data collection tools are the Lifelong Learning Scale, the Online Learning Readiness Scale, and the Individual Innovativeness Scale. Data were collected online using a form created in Google Forms. The participant group comprises 397 preservice teachers from 23 departments. Of the preservice teachers, 50% of whom are first-year students, 74% are female, and 26% are male. The statistical suitability of the data was checked using various methods. Data analysis was performed on 369 datasets using descriptive statistics, confirmatory factor analysis, and structural equation modeling. According to the findings, preservice teachers' lifelong learning tendencies and online learning readiness were above the moderate level, while their individual innovativeness was low. It was observed that preservice teachers were mostly in the "early majority" type among the individual innovativeness categories. Relationships between preservice teachers' lifelong learning tendencies and online learning readiness levels; between lifelong learning tendencies and individual innovativeness levels; and between online learning readiness levels and individual innovativeness levels were found to be positive, significant, and moderate. Furthermore, it was revealed that the individual innovativeness level variable is a partial mediator variable in the relationship between lifelong learning tendencies and online learning readiness level variables. These results were discussed alongside other research, and various suggestions were presented.

Keywords

Lifelong Learning, Individual Innovativeness, Online Learning Readiness, Preservice Teachers

Ethical Statement

This study was approved by the Ethics Committee of Gazi University. The ethics approval was granted on 25.03.2025 under the protocol number 2025 - 587. All procedures involving human participants were conducted in accordance with institutional and national ethical standards, the Helsinki Declaration, and applicable regulations. Informed consent was obtained from all participants.

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Details

Primary Language

English

Subjects

Lifelong learning

Journal Section

Research Article

Authors

Ebru Solmaz ^*
0000-0003-4893-450X
Türkiye

Publication Date

March 29, 2026

Submission Date

September 2, 2025

Acceptance Date

January 12, 2026

Published in Issue

Year 2026 Volume: 14 Number: 1

DOI

https://doi.org/10.46778/goputeb.1776691

IZ

https://izlik.org/JA96MG68UN

APA

Solmaz, E. (2026). The role of individual innovativeness levels in the relationship between preservice teachers’ lifelong learning tendencies and online learning readiness levels. International Journal of Turkish Education Sciences, 14(1), 210-237. https://doi.org/10.46778/goputeb.1776691

AMA

1.Solmaz E. The role of individual innovativeness levels in the relationship between preservice teachers’ lifelong learning tendencies and online learning readiness levels. IJTES. 2026;14(1):210-237. doi:10.46778/goputeb.1776691

Chicago

Solmaz, Ebru. 2026. “The Role of Individual Innovativeness Levels in the Relationship Between Preservice Teachers’ Lifelong Learning Tendencies and Online Learning Readiness Levels”. International Journal of Turkish Education Sciences 14 (1): 210-37. https://doi.org/10.46778/goputeb.1776691.

EndNote

Solmaz E (March 1, 2026) The role of individual innovativeness levels in the relationship between preservice teachers’ lifelong learning tendencies and online learning readiness levels. International Journal of Turkish Education Sciences 14 1 210–237.

IEEE

[1]E. Solmaz, “The role of individual innovativeness levels in the relationship between preservice teachers’ lifelong learning tendencies and online learning readiness levels”, IJTES, vol. 14, no. 1, pp. 210–237, Mar. 2026, doi: 10.46778/goputeb.1776691.

ISNAD

Solmaz, Ebru. “The Role of Individual Innovativeness Levels in the Relationship Between Preservice Teachers’ Lifelong Learning Tendencies and Online Learning Readiness Levels”. International Journal of Turkish Education Sciences 14/1 (March 1, 2026): 210-237. https://doi.org/10.46778/goputeb.1776691.

JAMA

1.Solmaz E. The role of individual innovativeness levels in the relationship between preservice teachers’ lifelong learning tendencies and online learning readiness levels. IJTES. 2026;14:210–237.

MLA

Solmaz, Ebru. “The Role of Individual Innovativeness Levels in the Relationship Between Preservice Teachers’ Lifelong Learning Tendencies and Online Learning Readiness Levels”. International Journal of Turkish Education Sciences, vol. 14, no. 1, Mar. 2026, pp. 210-37, doi:10.46778/goputeb.1776691.

Vancouver

1.Ebru Solmaz. The role of individual innovativeness levels in the relationship between preservice teachers’ lifelong learning tendencies and online learning readiness levels. IJTES. 2026 Mar. 1;14(1):210-37. doi:10.46778/goputeb.1776691

Abstract

The role of individual innovativeness levels in the relationship between preservice teachers' lifelong learning tendencies and online learning readiness levels

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