Does learning equal happiness? Research-based evidence on the impact of lifelong learning on subjective well-being

Abstract: Discussions about changing the focus of assessing development progress from economic output to human well-being have sparked a rise in interest in the social sciences' research on subjective well- being in recent years. Such a transition necessitates investigating subjective well-being, its determinants, and how they interact with one another. Previous studies show ambiguity in describing the relationship between subjective well-being and learning, one of the determinants, implying both positive, negative, or, in some cases, no relationship at all. Yet, they show numerous limitations, as they focus on formal education, a certain age group, or employ a single research method, primarily quantitative. The purpose of this thesis is to investigate the impact of lifelong learning on subjective well-being. The study utilised mixed methods analysis, combining qualitative data from 24 in-depth interviews with data from Wave 4 of the European Quality of Life Survey. According to the findings, participation in lifelong learning affects subjective well-being in a variety of ways: it can boost happiness by contributing to all dimensions of well-being, but it can also have a negative effect by causing stress or raising aspirations that are not met. Still, the evidence suggested that lifelong learners have greater levels of happiness and life satisfaction. Furthermore, learning is seen to provide significant benefits to subjective well-being through increasing self-awareness, self- confidence, and self-esteem, as well as expanding social networks, community engagement, and opportunities for professional development.