Adults have a key role in ensuring that society is democratic and sustainable, by making decisions about the permanence and continuity of the world/society, and as role models to the new participants in a democratic society. In this context, the purpose of this research is to determine the citizenship education needs of adults in a sustainable democratic society. The study was designed in a qualitative research pattern and was carried out using the case study method. The study group consisted of adults, who were determined by criteria sampling method. Demographic data, a semi-structured interview form, and scenario texts were used to obtain data. The data obtained were analysed by using the content analysis method. Perspectives on adult citizenship education were presented according to the themes created. It was found that participants have a citizenship tendency in line with the traditional national citizenship approach and behaved accordingly. In conclusion, this study proposes that citizenship education should be organized for adults, who are today’s decision makers and role models for tomorrow’s decision makers, in order to improve their political literacy, legal literacy, and political, social, civic engagement and democratic values, which will contribute to the goal of a sustainable democracy in society.

The aim of this study is to reveal the relation between lifelong learning tendency and achievement motivation. The sampling of the study consisted of 570 prospective teachers attending a pedagogical formation course at two universities in Turkey in 2016. Relational screening model was used in the study and the data were collected through achievement focused motivation scale and lifelong learning tendency scale. The collected data were analysed using regression analysis on SPSS 22. As the findings suggest, there is a low, positive correlation (r=0.095) between prospective teachers' achievement motivation and lifelong learning tendency at 95% confidence interval. As for the correlation between lifelong learning tendency and the sub-dimensions of achievement motivation, lifelong learning tendency has a significant correlation with the expansion of objective (r=0,139), self-consciousness (r=0,128) and internal effect (r=0,089). However, it doesn't correlate significantly with external effect (r=-0,024). As the standardised regression coefficient (β) indicates, the relative order of importance of predictor values on lifelong learning tendency is as follows; external effect, expansion of objective, self-consciousness and internal effect.

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The European Union defines lifelong learning as all activities aimed at improving an individual's knowledge, skills and competences individually, socially or vocationally throughout his/her life. In 2007, eight key competences necessary for lifelong learning were identified by the European Union Education and Culture Commission. These competences are communication in the mother tongue, communication in foreign languages, mathematical competence and basic competences in science and technology, digital competence, learning to learn, social and civic competences, sense of initiative and entrepreneurship and cultural awareness and expression. The main purpose of this research is to determine the key competence levels of postgraduate students in lifelong learning. It was concluded that lifelong learning competences of the graduate students participating in the study were high. Moreover, the graduate students considered themselves best at the native language communication competence, while the lifelong learning key competence at which they considered themselves worst was foreign language communication competence.

This study was conducted to investigate the effects of children's technology use on values and how this intensive use is reflected in human relations by the children, who are living together with the technology and therefore directly exposed to the effects of technology. The research has been based on the use of common information technologies such as computers, tablets, smartphones and the Internet. Semi-structured interview form was implemented by the researchers in this study which is designed with a qualitative method. While the interview form was being prepared, opinions were taken from the relevant field experts to generate the final form. 11 parents were interviewed in this study. Qualitative data collected from participants were analysed by content analysis method. Research findings suggest that the majority of parents think that technology has adverse effects on children's attainment of social-cultural values. Parents have stated that technology mostly corrupts the value of sharing in children. Furthermore, according to parents, the content provided by technology should also include values to protect and sustain them.