The relationship between pre-service teachers' information literacy skills, metacognitive awareness levels, and lifelong learning tendencies

The primary aim of this study is to examine the relationships between pre-service teachers' information literacy skills, metacognitive awareness levels, and lifelong learning tendencies. Conducted using a correlational research design, this study was carried out during the 2023-2024 academic year at Balıkesir University, NecatiBey Faculty of Education, with the participation of 708 pre-service teachers studying in their first and fourth years. The data collection instruments used in this study included the Information Literacy Scale developed by Adıgüzel (2011), the Metacognitive Awareness Scale developed by Fırat-Durdukoca (2013), and the Lifelong Learning Tendencies Scale developed by Diker-Coşkun (2009). The collected data were analyzed using the SPSS statistical software. Descriptive statistics such as percentage, frequency, arithmetic mean, and standard deviation were calculated. An independent samples t-test was conducted to compare two-category groups, while a one-way analysis of variance (ANOVA) was used for comparisons involving multiple variables. In cases where significant differences were detected, the LSD post hoc test was applied. Pearson's correlation coefficient was used to examine the relationships between pre-service teachers' information literacy skills, metacognitive awareness levels, and lifelong learning tendencies. Furthermore, the predictive power of information literacy skills and metacognitive awareness levels on lifelong learning tendencies was evaluated using regression analysis, and path analysis was employed to analyze these relationships. The findings of the study revealed that pre-service teachers exhibit high levels of information literacy skills. Among the sub-dimensions of information literacy, the highest mean score was observed in the ethical and legal regulations sub-dimension, whereas the lowest mean score was found in the identifying information needs sub-dimension. While information literacy skills did not significantly differ by gender, significant differences were found based on major and grade level. Similarly, pre-service teachers' metacognitive awareness levels were also found to be high. In terms of sub-dimensions, the highest mean score was in personal awareness, whereas the lowest mean score was in judgmental awareness. While metacognitive awareness levels did not differ significantly based on gender and major, significant differences were found in terms of grade level. Additionally, lifelong learning tendencies were found to be high among pre-service teachers. Within the sub-dimensions, motivation had the highest mean score, whereas lack of self-regulation in learning had the lowest. Lifelong learning tendencies did not show any significant differences based on gender, major, or grade level. Correlation analyses indicated significant relationships between pre-service teachers' information literacy skills, metacognitive awareness levels, and lifelong learning tendencies. Moreover, it was determined that information literacy skills and metacognitive awareness levels significantly predicted lifelong learning tendencies. Based on the research findings, it is recommended that educational programs be enriched and training be provided to enhance information literacy, metacognitive awareness, and lifelong learning skills among pre-service teachers.