An examination of the variables related to teachers' lifelong learning culture and learning agility

The rapid transformation and digitalization occurring in society today necessitate that individuals not only acquire information but also develop lifelong learning habits. In this context, teachers emerge as key figures—not merely as conveyors of knowledge, but as facilitators who ensure the continuity of learning. Teachers' lifelong learning culture and learning agility are critical for both their professional growth and their ability to prepare students who meet the demands of the modern world. This study investigates teachers' lifelong learning culture and learning agility through a range of variables, including age, gender, subject area, years of professional experience, level of education, type of school they work at, parents' educational backgrounds, perceived income level, number of books read annually, social media usage, number of foreign languages known, and prior participation in projects. The study was conducted using a relational survey model. Data were collected quantitatively through three tools: a personal information form developed by the researcher; the Learning Agility Scale for Teachers developed by Canaslan and Güçlü (2020); and the Lifelong Learning Culture in Schools Scale developed by Doğan and Çalışkan Toyoğlu (2019). The study sample consisted of 297 teachers working at public schools affiliated with the Kayseri Provincial Directorate of National Education, selected through appropriate sampling methods. Data were collected online and analyzed using the SPSS software. According to the findings, no statistically significant differences were observed in teachers' learning agility and lifelong learning culture based on variables such as gender, age, subject area, type of school, parents' education levels, perceived income, number of books read annually, number of foreign languages known, social media use, or previous project participation. However, a significant difference was found in the "social agility" sub-dimension of learning agility based on years of professional experience, and in the "communication in a foreign language" sub-dimension of lifelong learning culture based on teachers' educational levels. Moreover, a weak but positive correlation was identified between teachers' learning agility and their lifelong learning culture. This suggests that both concepts are influenced by similar psychological and pedagogical experiences. Based on these findings, the study offers several recommendations for education policies, schools and institutions, individual educators, and researchers. Keywords: Lifelong learning culture, learning agility, teachers.