Examination of adults' learning motivations and a model proposal regarding adult education

The purpose of this research is to examine the learning motivations and lifelong learning experiences of adult individuals in depth and to propose a model for individualized adult education based on the findings obtained. Within the scope of the research, qualitative data were collected from 30 adult participants attending public education centers in Manisa city center, a case study design from qualitative research approaches was adopted, and a semi-structured interview form was used in the data collection process. The obtained data were analyzed using thematic analysis method. The research findings revealed that participants' experiences of participation in lifelong learning processes were shaped in three main dimensions: course selection process and motivation sources, learning process experiences, and gains and evaluations. In defining motivation sources, it was determined that adult learners differed in the dimensions of intrinsic motivation sources (personal satisfaction, sense of curiosity, desire for achievement), extrinsic motivation factors (professional requirements, seeking social approval, economic expectations), and motivation sustainability. In the theme of expectations from educational institutions, two sub-themes were identified as educational quality and process expectations, and physical and organizational expectations, with demands for qualified instructors, practical education, individual attention, flexible hours, accessibility, and appropriate physical environment standing out. In defining the ideal adult education process, four sub-themes were identified: individualized approach, flexible time and space, supportive social environment, and continuity and monitoring. Based on the findings obtained in the research, the "Individualized Adult Education Model (IAEM)" was developed, and the model consists of four main components: individualized assessment and learning design, flexible time and space organization, supportive social network and community building, and continuous monitoring and development tracking. This study provides an original contribution as one of the researches that examines adult learning motivations with a comprehensive qualitative approach and focuses on individual experiences, and it is aimed to contribute to increasing the effectiveness of adult education institutions and developing motivation-based education policies through the proposed IAEM model.