| Summary: | Examining gender differences in learning is of critical importance in terms of revealing any potential inequalities. Although gender differences in lifelong learning tendencies are often examined in individual studies in the literature, the relevant findings are found to be inconsistent. In this study, a meta-analysis was carried out to consolidate exact inferences by evaluating the subject from a broad perspective, as well as from recent quantitative studies on lifelong learning tendencies that were published between 2012 and 2021, in the context of Turkey. They were particularly investigated in terms of gender differences. A total of 51 studies were included in the meta-analysis, and it was found that gender differences in lifelong learning tendencies were significant, positively correlated, and in favor of females ( g = +0.27, 95% CI [0.18, 0.36]). When the potential moderators that could contribute to the heterogeneity of the findings were considered, gender differences were much more prevalent among teachers for the sample group, and across referenced literature works. In addition, as a result of the meta-regression analysis performed according to the random effects model, it was seen that the year of publication have a significant effect in terms of gender differences.
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