Qualitative Case Study on Adult Women's Learning Spaces Experience

Objectives This study attempts to understand the experiences of participants in learning spaces based on Lefebvre's perspective, which claims that space is produced, focusing on the problem of autonomous resistance against the homogenization of social space. The research questions are: Firstly, what is the meaning of the learning spaces experienced by the participants? Secondly, what social significance and impact do the participants' experiences in learning spaces have? Thirdly, what are the lifelong educational implications of participants' experiences in learning spaces? Methods The study participants consisted of three individuals living in the same area as the researcher and three participants from programs at the institution where the researcher works. The study was conducted from October 2022 to August 2023. To prevent any bias that might arise from the researcher's prior understanding of the participants, the researcher sought the review of a doctoral expert in lifelong education and a field specialist during the data analysis and interpretation process. Results The research findings are as follows: Firstly, participants were able to experience the joy of learning by having learning opportunities they had postponed in the learning space. Secondly, through their participation in the learning space, participants encouraged learning among local residents, contributing to the roots of social change. Thirdly, the learning space provided vitality through interaction with other participants and offered the potential for lifelong learning through continuous experiences. Conclusions It was revealed that the learning space created through the expansion of lifelong learning was reborn as another learning space through interaction with other people. Through this, learning takes place not only in specific spaces but also in everyday life, and learning spaces have the potential to have a positive impact on individuals and the community.