Examining the relationship between teachers’ lifelong learning tendencies and digital literacy levels

Abstract

The purpose of the study is to reveal the relationship between teachers’ lifelong learning tendencies and digital literacy levels. Both single and correlational survey designs from the quantitative research models were employed. To determine the study group, convenience case sampling was used by considering the Covid-19 pandemic and a total of 322 teachers on social media participated in the study. The data were collected in the second semester of the 2020-2021 academic year. In the current study, two scales, namely, “Lifelong Learning Scale” and “Digital Literacy Self-efficacy Scale of Teacher Candidates” were used for data collection tools. As a result of the study, it was determined that lifelong learning tendencies of teachers were at a high level. Besides, teachers find themselves sufficient in terms of digital literacy. It was observed that there was a positive and significant relationship between teachers’ lifelong learning tendencies and digital literacy levels. Ultimately, it was among the obtained results that teachers’ digital literacy levels also predicted their lifelong learning skills.

Keywords

• Digital Literacy
• Lifelong Learning
• Teachers

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