Lifelong learning, also known as from cradle to grave learning, includes competencies that 21st-century individuals should possess. Therefore, lifelong learning is important for older individuals in society as well as young individuals. Because the older population increases globally, and the average human life becomes longer, the desire to increase the quality of life in the old age and active aging approaches attract the attention of researchers, practitioners, and policymakers. Thus, the present study aimed to determine the factors that affect the lifelong learning of older male individuals. In line with this aim, the participants of this phenomenological study included 40 older men over the age of 65, living at Demirci District in Manisa province, Turkey during 2018 and 2019. The data were collected with personal information form, open-ended questions form, and semi-structured interviews. The collected data were analyzed with content analysis. The content analysis findings demonstrated that older male individuals acquired new knowledge mainly by reading and watching television within the context of lifelong learning, and they mostly benefited from these activities personally. Furthermore, it was understood that the factors that encouraged the older males in lifelong learning activities were predominantly individual and professional factors. On the other hand, the factors that prevented the participation of older male individuals in lifelong learning were mostly personal. Besides, it was identified that they mainly needed cultural and professional activities in lifelong learning. Furthermore, older males stated the significance of lifelong learning from different perspectives. At the end of the paper, several recommendations were presented for future studies and implementations.

Lifelong learning, older individuals, effective factors in lifelong learning, lifelong learning needs, lifelong learning preferences