Uluslararası değişim programı (Erasmus+) öğrencilerinin hayat boyu öğrenme eğilimlerinin incelenmesi

This study aims to examine the lifelong learning tendencies of Turkish and Foreign students who participated in the Erasmus+ exchange program in the 2021-2022 academic year and to compare their lifelong learning tendencies with various variables. The study group of the research consists of Turkish students studying full-time at a foundation university in the 2021-2022 academic year and participating in the Erasmus program abroad for 1 semester, and foreign Erasmus students coming from abroad to a foundation university in Turkey. Data was collected from 40 students in total. As a data collection tool in the research, the scale named "Lifelong learning tendencies of university students' ' developed by Diker Coşkun (2009) was used. For the analysis of the research data, the normality of the data was tested and it was found that they were not normally distributed. For this reason, non-parametric tests were used in the study. The arithmetic mean of the scores of Erasmus students from the scale of lifelong learning tendencies is below (X̄=80.65) according to the middle score (94,5) of the scale. Accordingly, it can be said that the lifelong learning tendencies of the students are low. According to gender variables, the lifelong learning tendencies of female Erasmus students (X̄ =23.34) have a higher lifelong learning tendency than male Erasmus students. According to the nationality variable, the lifelong learning tendencies of German Erasmus students have a higher lifelong learning tendency than other nationalities (X̄ = 26.33). According to the faculty variable, the lifelong learning tendencies of Faculty of Pharmacy and Graduate School of Social Sciences students have a higher lifelong learning tendency than other faculties (X̄ = 30.00). According to class variables, the lifelong learning tendencies of 5th grade student has a higher lifelong learning tendency than other classes (X̄ = 30.00). According to living away from the family variable the lifelong learning tendencies of the Erasmus students who are not living away from their families have a higher lifelong learning tendency than Erasmus students who are living away from their families (X̄ = 23.13). In the Persistence sub-dimension, a difference was observed for the students who did not live away from their families (0.04<0.05). According to the roommate nationality variable the lifelong learning tendencies of Erasmus students who have a roommate with different nationality have a higher lifelong learning tendency than Erasmus students who do not have a roommate with different nationality (X̄ = 21.31). In the lack of self-regulation sub-dimension, a difference was observed for the students who had a roommate with different nationalities (0.03<0.05). According to the reason for choosing the country variable, the lifelong learning tendencies of Erasmus students who say the reason for choosing the country as "features of the university" have a higher lifelong learning tendency than Erasmus students who say the other reasons (X̄ = 27.00). In the lack of self-regulation sub-dimension, a difference was observed for the students who said the reason for choosing the country was the features of the university (0.03<0.05). According to the master/doctorate application variable the lifelong learning tendencies of Erasmus students who would like to apply for master/phd programs have higher lifelong learning tendencies than students who do not want to apply (X̄ = 22.13). In the lack of curiosity sub-dimension, a difference was observed for the students who would like to apply for the master/phd programs (0.04<0.05).