In today’s world, it reveals the necessity of continuous learning in order to help people struggle with their own problems, improve themselves, keep up with the period they live in and strengthen their knowledge. The purpose of this study is to determine the lifelong learning levels of university students by Drewery et. al. (2017) to adapt the “Lifelong Learning Scale” developed in Turkish. The English form of the scale has been translated into Turkish by two experts in both English and Turkish. The form was examined by a faculty member from the Guidance and Psychological Counseling department and expert opinion was obtained before the pilot study. The sample group of the study consists of 217 students who continue their education in Amasya University Faculty of Education in the 2019-2020 academic year. The construct validity of the Turkish form of the scale was determined by CFA [Confirmatory Factor Analysis]; reliability was analyzed with reliability analysis in SPSS program. The “Lifelong Learning Scale” was examined using the “Academic Self-Efficacy Scale” (Yılmaz et al., 2007) for criterion-related validity. Accordingly, in the study group, there was a moderately positive relationship between the sub-dimensions of the “Lifelong Learning Scale” and the sub-dimensions of the “Academic Self-Efficacy Scale”. Corrected item total correlations and internal consistency coefficients were calculated for the reliability studies of the scale and it was seen that the scale was raliable. The findings show that the Turkish form of the scale measures the same structure in accordance with the original structure. In conclusion, the “Lifelong Learning Scale” is adapted to Turkish culture with the validity and reliability studies in this study can be used for university students who will start the proffession. The findings obtained from the study were interpreted and discussed and some suggestions were made according to the results.

Lifelong learning, academic self-efficacy, confirmatory factor analysis, students