Examination of 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. In the study, the single and correlational survey model, one of the quantitative research models, were used. 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. “Lifelong Learning Scale” and “Pre-service Teachers’ Digital Literacy Self-efficacy Scale” 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.