50, 60대 여성 성인학습자의 평생교육 참여 경험과 학습 지원 요구에 관한 질적 연구 = A Qualitative Study on Lifelong Learning Participation Experiences and Learning Support Needs among Female Adult Learners in the 50s and 60s

다국어 초록 (Multilingual Abstract)

This study aims to explore the lifelong learning participation experiences and learning support needs of middle-aged and older female adult learners, with a particular focus on differences between individuals in their 50s and 60s. In-depth interviews were conducted with women aged 50 and above residing in both metropolitan and non-metropolitan areas, and the collected data were analyzed through transcription, coding, and categorization using qualitative content analysis. The findings indicate that both groups primarily participated in lifelong learning for employment and retirement preparation; however, differences were observed in their motivations and patterns of participation. Learners in their 50s demonstrated goal-oriented participation, emphasizing career maintenance or transition as well as efficient and short-term learning. In contrast, learners in their 60s highlighted the intrinsic value of learning, including enjoyment, meaning-making, and social interaction. Differences were also found in learning support needs: participants in their 50s focused on practical aspects such as program level, duration, and job linkage, whereas those in their 60s emphasized learning conditions such as pacing, repetition, readability of materials, and basic digital competencies. These findings reveal the limitations of treating middle-aged and older adults as a homogeneous group and suggest the need for differentiated lifelong learning programs and support systems that reflect age-specific characteristics and life-course contexts.