The Importance of Investigating Students’ Lifelong Learning Levels and Perceptions of 21st-Century Skills

Lifelong learning starts in childhood and youth, continuing throughout adulthood and old age. It encompasses formal learning in settings such as schools and training centers, informal and non-formal learning derived from colleagues and workplace trainers, and unintentional learning stemming from spontaneous social interactions. In today's fast-paced world, students need to acquire 21st-century skills and be lifelong learners. Therefore, it is crucial to understand the relationship between students’ perceptions of 21st-century skills and their effective lifelong learning levels. This research aims to investigate the following questions: “What are the students’ levels of success in lifelong learning and their perceptions of 21st-century skills? Is there a relationship between them?” and “Do students’ perceptions of 21st-century skills predict their levels of success in lifelong learning?”. The results indicated that students’ levels of success in lifelong learning and 21st-century skills have a strong correlation. Students have high characteristics that will enable effective lifelong learning, and their perceptions of 21st-century skills are moderate. In addition, students' perceptions of 21st-century skills predict their success levels in lifelong learning at a high rate.

Anahtar Kelimeler:

Lifelong learning, 21st-century skills, perception

The Importance of Investigating Students’ Lifelong Learning Levels and Perceptions of 21st-Century Skills

Keywords:

Lifelong learning, 21st-century skills, perception,

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