Transforming lives through inclusive open and distance education: a phenomenological study of learner narratives Open Access

Open and distance education (ODE) encompasses a range of educational modalities, including distance education, digital learning, e-learning and open education, which collectively offer accessible, flexible and inclusive learning opportunities (Koçdar and Bozkurt, 2022; Kulal et al., 2024; Morrar et al., 2024). By integrating the ethos of openness with the methodologies of distance education, ODE enables individuals from diverse educational backgrounds to access educational opportunities (Moore and Kearsley, 2012). In this context, open universities have played an essential role in delivering inclusive ODE opportunities (Moore and Kearsley, 2012; Tait, 2018). They encompass a vast array of institutions, each serving distinct purposes and existing within various historical, socioeconomic and political contexts (DeVries, 2019). As open universities offer technology-based flexible and accessible learning opportunities in terms of time, space and pace, they facilitate the participation of non-traditional learners who cannot attend traditional universities (Sánchez-Gelabert et al., 2020). As a result, ODE learners typically include adults with work or caregiving responsibilities, individuals who have been unable to pursue or complete higher education, those living in remote areas, retirees, school-leavers, incarcerated learners and persons with disabilities, alongside traditional students (Daniel, 1998; Sánchez-Gelabert et al., 2020; Tait, 2018). Sánchez-Gelabert et al. (2020) emphasized that learners have varied motivations for attending university, which can result in different outcomes. This range of motivations can affect how students view the impact of education on their lives. The related literature tends to emphasize learner profiles and their motivations for enrolling in open university programs, with less attention given to the impact of their actual experiences (Brown et al., 2015; Sánchez-Gelabert et al., 2020). A review of the literature reveals that only a limited number of studies have explored how ODE experience at an open university affects learners' lives (Agiomirgianakis et al., 2017; Halterbeck et al., 2020; Inouye et al., 2018). While previous research has focused primarily on learner profiles and enrollment motivations (Brown et al., 2015; Sánchez-Gelabert et al., 2020), few studies have explored the lived experiences of learners and the transformative effects of ODE. This study addresses this gap by investigating how ODE experiences influence learners' lives from a phenomenological perspective. In this context, the central research question is as follows:

The foundational values of ODE promote the inclusivity of all learners. ODE is widely recognized as a flexible and inclusive educational model that aims to broaden access and promote participation, particularly among non-traditional learners (Zawacki-Richter et al., 2020). By leveraging technology and adaptable delivery methods, ODE supports diverse learner needs and fosters engagement (Stöter et al., 2014). The establishment of open universities has been instrumental in reaching individuals who have been historically excluded from traditional educational systems (Tait, 2008; Bozkurt and Zawacki-Richter, 2021). Importantly, ODE maintains an open-door policy for marginalized groups, including those facing systemic barriers related to socioeconomic status, geography, disability, ethnicity, language and other forms of discrimination (Akintolu and Adewoye, 2024; UNESCO, 2020).

Open universities provide flexible, accessible and inclusive learning opportunities through distance education and open admission policies, which cater to diverse learners without traditional entry requirements. Moore and Kearsley (2012) describe the emergence of open universities as a new way of organizing education. Since the foundation of the Open University UK in 1969, many countries have established open universities for various reasons. While the Open University UK was established to break down barriers to education during a time when it was considered elitist (Moore and Kearsley, 2012), other open universities were founded in response to the increasing demand for higher education (Daniel, 1998; Özkul, 2001). On the other hand, some open universities have been established to promote lifelong learning (Daniel, 1998). Regardless of their purpose, open universities serve a diverse range of learners by providing inclusive learning opportunities.

Learner profiles in ODE are characterized by their diversity, with many students being “non-traditional” in the sense that they were historically excluded from or underrepresented in higher education due to social, economic, or cultural barriers (DeVries, 2019). These institutions attract a wide range of students, including lifelong learners, older adults, individuals unable to begin or complete higher education, particularly women in rural areas and unemployed young individuals (Sánchez-Gelabert et al., 2020). A significant proportion of students are younger individuals without family or work responsibilities, indicating a growing preference for flexible online education (Sánchez-Gelabert et al., 2020). Additionally, learners include those with employment or family commitments, those in remote areas, those who are in prisons and individuals with disabilities (Daniel, 1998; Tait, 2018). This heterogeneity enriches the learning environment and promotes an exchange of diverse perspectives.

The literature presents a multifaceted view of ODE and its impacts, although only a few studies have specifically addressed this topic. Brown et al. (2015) investigated the experiences of first-time distance learners and revealed that while some thrive, many struggles to balance study and personal responsibilities, highlighting the importance of support systems in mitigating feelings of being overwhelmed. According to this study, the distance learning experience significantly impacts learners' lives in various ways. Many participants reported that the flexibility of ODE allowed them to pursue academic goals while managing their personal and professional responsibilities. Sánchez-Gelabert et al. (2020) identified the diverse profiles of online students at the University of Oberta de Catalunya in Spain, an open university and highlighted how their social backgrounds, responsibilities and motivations influence their university experiences. Key findings indicate that many online students are older and often balance work and family responsibilities, which drives their choice of distance education for flexibility. The research also revealed that students' perceptions of the ODE experience vary significantly on the basis of their circumstances, such as family educational background and previous educational experiences, suggesting a complex interplay between personal attributes and educational outcomes.

Halterbeck et al. (2020) reported on the economic, social and cultural impact of the Open University UK, highlighting the significant contributions of the Open University during the 2018–19 period and highlighting its role in fostering education and development. The findings of the report illustrate the vital role of open universities in enhancing individual economic prospects and contributing to the broader economy. Additionally, the report provides a comprehensive view of how the Open University fosters social well-being and community development through its educational offerings and the subsequent impacts on its graduates, including personal development, community engagement and an improved quality of life for its alumni. Similarly, Agiomirgianakis et al. (2017) discussed the economic impact of higher education, particularly focusing on the Hellenic Open University (HOU) in Greece and its role in regional development and economic growth. The study highlights the university's significant contributions to regional Gross Domestic Product (GDP) through its expenditures across various sectors, employing an input-output methodology to analyze both direct and indirect effects. The findings reveal that the economic impact of HOU varies across regions, with a notable GDP multiplier effect, emphasizing the importance of educational institutions in fostering regional policy and economic transformation. Finally, Inouye et al. (2018) highlighted the positive effects of ODE on older adults, emphasizing how interdisciplinary learning, social engagement and healthy activities can enhance well-being and quality of life.

Overall, the aforementioned studies primarily examined broader trends and outcomes at the national level, often focusing on specific aspects of the open university experience, such as well-being, with the impact being mentioned but not treated as the central focus. In contrast, this study aims to explore the impact of the ODE experience at one of the largest ODE universities on the lives of ODE learners through narratives, offering a deeper understanding of their lived experiences.

The purpose of this study is to explore the lived experiences of open and distance learners. Therefore, a qualitative phenomenological research design was adopted. As a qualitative research approach, phenomenology is particularly suited to investigating how individuals perceive and make sense of their experiences (Fraenkel et al., 2012). By focusing on learners' subjective experiences, this methodology allows for a deeper understanding of the meanings they attach to their educational journeys in an ODE milieu. The phenomenological framework provides a structured and flexible approach to data collection and analysis, enabling the researcher to capture the essence of the participants' experiences while remaining sensitive to their unique perspectives (Berg, 2001).

Anadolu University is a dual-mode public open university, offering both ODE and face-to-face education at Anadolu University, with approximately one million ODE learners each academic year and more than four million graduates in its Open Education System (OES), which was established in 1982 as a solution to capacity building in higher education. It offers 60 undergraduate and associate-level distance learning programs, not only in Türkiye but also in nearly 50 countries worldwide. In OES, students are provided with access to a range of online learning resources through a learning management system. These resources included textbooks in multiple formats, videos, audio content, self-assessment tools, quizzes, interactive materials, infographics and synchronous online course sessions.

The learner profiles of Anadolu University's OES for the 2024–2025 Fall semester comprise a total of 985,000 students, with a nearly balanced gender distribution: 542,924 women (55.1%) and 441,772 men (44.9%). In terms of age groups, the majority fell within the 23–35 age range, comprising 538,469 individuals (54.7%), followed by those aged 16–22, 207,431 (21.1%) and those aged 35 and older, 238,796 (24.2%). With respect to enrollment types, a significant proportion of students, 593,141 (60.2%), were enrolled as part of a second university, whereas the remaining 391,555 (39.8%) were pursuing other types of registrations. These figures highlight the diverse characteristics of learners in terms of demographics and enrollment motivations.

The participants in this study were ODE learners enrolled at Anadolu University, Open Education Faculty. The researchers included participants who were both willing and available. In this context, a convenience sampling approach was adopted as the participants were eligible and available for the study (Creswell and Guetterman, 2021). The participants were invited to share their experiences via an online data collection tool through which they could document their experiences and narratives in ODE. The participants were recruited through the university's learning management system. The participants were informed about the purpose of the research, the process and their right to withdraw from the study whenever they wanted. As a result, 2,278 participants answered the data collection tool; however, following the initial screening by the research team, irrelevant answers were excluded, and 953 respondents were included in the research corpus. Of the final research study group, 586 respondents were female and 367 participants were male. The ages of the participants ranged from 18 to 76 years. This heterogeneous participant composition reflects the diversity typical of ODE environments, including both young and older learners engaged in lifelong learning.

Data were gathered through an online survey designed to elicit detailed narratives and personal experiences from participants. Before moving on to the main research process, a pilot study was conducted with a small group of students to test the clarity and relevance of the questions related to the topic. During the actual research process, the online survey included semi-structured open-ended questions to motivate participants to express their lived experiences of being ODE learners and their motivations for enrolling in the ODE program. Feedback from the pilot study was used to refine the questions, ensuring that they effectively elicited the desired information. The finalized online survey was shared with learners via the learning management system, and they were asked to complete it within a specified timeframe. The anonymity of the participants was maintained throughout the data collection process to encourage honest and open responses. The raw dataset contained 2,278 participants' answers. Two independent researchers carried out the initial screening, and disputes were resolved through discussion to ensure consistency and reduce bias. After a tedious data-cleaning process, 1,325 answers were excluded. During this process, responses were considered “irrelevant” if they contained fewer than ten words, did not address the core questions (e.g. “no comment”), or were irrelevant to the point (e.g. referring to technical issues). The final dataset contained 953 participants' answers that were deemed relevant, addressing the research question and sufficient to achieve data saturation.

Ethical approval for this research was obtained from the university's Institutional Ethics Review Board (Approval number: 28/31-3588). The research was conducted in accordance with the ethical standards and protocols prescribed by the relevant institutional guidelines. Before the data collection process, the participants were informed about the purpose, scope and methodology of the study. They were also informed that they had the right to withdraw from the study at any time without penalty, and all participants provided written informed consent. Strict confidentiality protocols were used throughout the study, and participants' identities were anonymized in all documentation, reports and publications. All data were securely stored and made exclusively accessible to the research team. The participants were also informed about any potential risks and benefits associated with their participation, along with the procedures implemented to minimize such risks.

Data analysis was conducted via an inductive content analysis, which is well-suited for examining participants' written experiences (Berg, 2001; Miles et al., 2014). The analysis followed a systematic process that included several stages: transcription of the data, coding aligned with the research questions, thematic clustering and labeling (Miles et al., 2014; Schreier, 2014). This process facilitated the identification of key themes that emerged from participants' narratives, allowing for a comprehensive understanding of their experiences. The analysis began with the transcription of all the responses from the online questionnaire, ensuring accuracy and fidelity to the participants' voices. Following transcription, thematic analysis was employed to identify significant statements and patterns within the data, leading to the development of overarching themes that encapsulate the essence of the participants' experiences. These processes were managed by researchers with a significant research background in ODE.

Data saturation was determined through an iterative process during the data-analysis phase. Out of the 2,278 total open-ended responses, 953 participants' answers that were deemed relevant, addressed the research question and were sufficient to achieve data saturation were included for the data analysis. As the remaining responses were analyzed, recurring patterns, codes and themes emerged. Saturation was considered to be reached when no new themes, sub-themes, or significant insights were identified in the final set of responses. The consistency and repetition of the core themes, such as lifelong learning, career development and overcoming barriers, confirmed that the data had reached thematic sufficiency to address the research questions comprehensively. The large number of relevant and meaningful responses also helped to enhance the credibility and depth of the findings. The two researchers involved in the study had personal experience with the phenomenon under investigation and had graduated from ODE programs. This enabled the researchers to compare their own experiences with those of the participants and to have a more effective idea of what the phenomenon under investigation was like from an insider's perspective.

To ensure the credibility of the thematic analysis, researcher triangulation was applied and two researchers independently coded the data and collaboratively developed themes through iterative discussions. A saturation grid was used to monitor the emergence and recurrence of themes across participants' responses, confirming data saturation. Additionally, an audit trail documenting coding decisions and theme development was maintained, and rich participant quotations were included to support the transparency and confirmability of the interpretations. Finally, the findings are presented in a manner that highlights the richness and complexity of participants' experiences, providing insights that can inform the development of more effective support mechanisms for open and distance learners. This rigorous approach to data analysis ensures that the study meaningfully contributes to the existing body of knowledge on ODE.

The inductive content analysis with a thematic orientation presented key themes with important aspects for exploring the lived experiences of ODE learners. As a result of the comprehensive and inclusive analyses, seven sub-themes were identified. These include (1) personal development, (2) career development, (3) overcoming socio-cultural challenges, (4) overcoming financial difficulties, (5) changing careers, (6) starting a job for the first time and (7) disabilities and health issues. These sub-themes were clustered into four main themes, as shown in Figure 1. These are (1) being a lifelong learner, (2) turning dreams into reality, (3) starting a new career and (4) overcoming disabling conditions. The themes and sub-themes identified from the content analysis are given in Figure 1.

The frequencies of themes and sub-themes are listed in Table 1. The emerging sub-themes were derived inductively from participants' responses. Nevertheless, they were further grouped into main themes to reflect meaningful sections (e.g. changing careers and starting a job for the first time). This structure ensured that general patterns were maintained while capturing nuanced differences in the experiences of learners in ODE. Quotes were used to justify the themes that emerged during the study, to support the themes with statements reflecting their main arguments and to enable other researchers to make their own interpretations, as is inherent in the nature of qualitative research, by providing participants' statements.

The majority of the learners' narratives fell into this theme (64%). Two sub-themes were identified: personal development and career development. Some learners have graduated from more than one program; some even have fourth, fifth or sixth degrees. In terms of personal development, learners mentioned several benefits.

1. Pursuing long-held academic interests that were previously inaccessible due to life circumstances

2. Engaging in intellectually stimulating learning, which enhances memory, cognitive sharpness and mental well-being.

3. Boosting self-confidence and a sense of purpose through academic achievement

4. Crossing disciplinary boundaries, especially for professionals aiming to explore fields such as the social sciences

5. Inspiring others, including children and grandchildren, by serving as role models for lifelong learning.

6. Finding meaning and fulfillment in education, particularly later in life or after retirement

Many learners described ODE as a turning point in their lifelong learning journey. One learner noted, “Despite being over fifty … I can understand and perceive life better,” while another shared, “I began my entire educational journey with open education … Now, at 56, I am still here studying for my third university degree.” These narratives reflect how OES supports personal growth and intellectual fulfillment at all ages.

Experienced professionals have also benefited from this. A medical doctor stated, “Since I started the health management department … my outlook on life has developed a lot,” and another learner highlighted the cognitive benefits: “It keeps my brain active … my memory is strengthened.” Career-related gains were also observed. One participant said, “Thanks to the Laboratory and Veterinary Health Department … I passed the title change exam,” while another remarked, “It gives me the chance to increase my knowledge in communication and social topics.” These accounts illustrate how ODE enables personal and professional development.

The second most important theme that emerged as a result of the analyses was turning dreams into reality (26%). Two sub-themes were identified under this theme: overcoming sociocultural challenges and financial difficulties. ODE seems to have had an impact on overcoming these sociocultural challenges and financial difficulties, turning thousands of individuals' dreams into reality.

Among those facing socio-cultural challenges are learners who, for various reasons, were unable to graduate from university but wished to obtain a university degree. This group includes individuals who are part of the workforce, those who could not attend university because of marriage and/or children and girls from certain regions of the country who were unable to attend university because they were not sent to school. These individuals have realized their unfulfilled dreams of continuing their education and attending university through the OES. Additionally, some learners reported that they could not go to university because their families could not afford the enrollment costs.

ODE enables learners to overcome socio-cultural and financial barriers to education. A civil servant shared, “I have no chance to attend formal education. Thanks to open education, the university has practically come to my feet.” Similarly, one mother of two noted, “I showed everyone … I could. In addition, now I take steps more confidently because I am stronger.” Financial hardship was a common theme. One learner stated, “It was difficult for my family … but I wanted to study, and I wanted it wholeheartedly,” whereas another reflected, “I saw the possibility of going back to university … as a very slim chance,” yet the ODE made it possible. For others, open education reclaimed a long-denied right: “This was a beautiful response to those who took away my right to education because I was a girl … I hope I can become a great example.” These stories reflect how ODE helps to transform long-held dreams into lived realities.

The third theme involved starting a new career, involving two sub-themes: starting a career for the first time and changing careers. OES, which is not different from formal education, has enabled some learners to start a job for the first time. Additionally, it provides an opportunity for formal education to be offered, allowing those who are dissatisfied with their current field or who want to change their field of work for various reasons to change their careers later in life.

Several learners used ODE to enter new professional fields (n = 46) or shift their careers (n = 23). One learner shared, “I enrolled in the Open University Business Faculty … I began working as a systems specialist … and I continue my professional life this way.” Another reflected, “I am progressing on the path of experiential learning … I have had the opportunity to put what I learned into practice.” These accounts are minor but notable and demonstrate how ODE opens new career pathways and supports the real-world application of knowledge.

The fourth theme was overcoming obstacles and involved two sub-themes: overcoming disabling conditions and health issues. There are approximately 25,000 learners with special needs, including disabling conditions such as cognitive, physical, or sensory impairments, chronic illnesses, or psycho-social problems, in Anadolu University's OES. Most of the learners who responded to the open-ended question in this group stated that they would not have been able to realize their dream of studying if it were not for Anadolu University OES.

ODE also empowers learners to face disabling conditions. A visually impaired learner noted, “Thanks to Anadolu University's OES, I can work and study at the same time … I can study … without difficulty through the videos.” Another learner added, “My progress in my field … enabled me to show that people with disabilities can succeed … I reached my goals.” While representing a smaller portion of the responses, these testimonies offer crucial insights regarding ODE's role in enabling the access and inclusion of learners with special needs.

This study reveals several key outcomes: providing lifelong learning opportunities that contribute to personal, mental and cognitive well-being; facilitating the shaping of individuals' career paths; removing socio-cultural and financial barriers to participating in higher education; and offering higher education opportunities for individuals with disabling conditions. These findings highlight the crucial role that ODE plays in promoting accessible and inclusive education, fostering personal and professional growth and supporting diverse learners' overall well-being.

The findings of this research revealed a significant shift toward lifelong learning, particularly in the context of personal development in Anadolu University's OES. A notable proportion of learners pursue education beyond a single degree, with some attaining their fourth, fifth, or even sixth degree. In contrast, Tait (2018) mentions a broad variation in trends, with a widespread increase in the number of students with lower educational backgrounds enrolled at the bachelor's level in open universities. Shifting to a lifelong learning trend reflects the evolving student profile, as the aim of launching ODE was initially to increase higher education capacity in Türkiye, but now, over 60% of its students hold multiple degrees. Furthermore, the respondents reported substantial psychological benefits such as enhanced well-being and increased self-confidence, which highlights the positive impact of continued education on personal growth. These results indicate the growing role of ODE in fostering lifelong learning, as well as its broader contributions to learners' psychological and personal development. These results align with the findings of previous studies, such as Inouye et al. (2018), who reported a significant improvement in quality-of-life scores among older adults after completing an open university program. This suggests that lifelong learning contributes not only to academic growth but also to enhancing well-being in later stages of life. Similarly, Sánchez-Gelabert et al. (2020) reported that older students tend to prioritize the acquisition of new knowledge and personal development, viewing the university experience as intrinsically valuable. Additionally, Halterbeck et al. (2020) indicated that graduates of the Open University of UK (OUUK) experience substantial benefits in terms of personal development and well-being. These findings, coupled with the psychological benefits observed in this study, reinforce the notion that continued education plays a crucial role in both the cognitive and emotional well-being of adult learners, particularly those engaged in lifelong learning initiatives. The shift in learner profiles toward more experienced older students highlights the growing importance of open universities' inclusive nature in catering to this demographic and supporting their pursuit of personal fulfillment and well-being.

Lifelong learning is crucial for individuals in society, especially for ongoing professional growth and to keep pace with the evolving demands of the digital era (Kulal et al., 2024; Zuhairi et al., 2020). Additionally, under the framework of the UN's Sustainable Development Goals (SDGs), Goal 4: Quality education focuses on ensuring inclusive and equitable quality education for all, and promoting lifelong learning opportunities. This study shows that universities offering ODE provide inclusive lifelong learning opportunities to people and strongly support the UN's SDG 4 by making significant contributions to cultivating a qualified workforce for career development (Akintolu and Adewoye, 2024; Morrar et al., 2024). With respect to career development, the learners indicated that the ODE experience integrated knowledge with practical implementation in the workplace, leading to salary increases and promotions. This finding is consistent with the literature. Halterbeck et al. (2020) reported that OUUK experience significantly enhances employment outcomes and earnings benefits for graduates, providing substantial benefits in terms of job-related skills. Brown et al. (2015) reported that distance learners are often motivated to dedicate time and money to the potential for career advancement. While some aimed to enhance their professional skills within their existing fields, others sought to expand their career opportunities outside their current professions. Sánchez-Gelabert et al. (2020) indicated that age affects students' motivations; younger students often express motivations related to future career and financial aspirations, focusing on job prospects and improving work conditions, whereas older students may seek knowledge and well-being for personal fulfillment.

The major impact of the ODE experience identified in this study was that it provided some individuals with the opportunity to start a new career. Although there is still some prejudice against degrees obtained through distance education, some individuals have successfully started new jobs as a result of their ODE. In fact, some have changed their careers while working, resulting in greater satisfaction in their studies. Without the opportunity to study at an open university, these individuals would not have had the chance to embark on a new career or change their existing career. This trend contributes to the more effective and efficient use of human resources in digital society.

A powerful aspect of ODE highlighted in this study is its capacity to foster social equity by enabling individuals to overcome significant socio-cultural and financial barriers. For many participants, including working adults, parents and women from regions with cultural restrictions on education, ODE represented the only viable path to higher education. This function of ODE as a democratizing force aligns with the literature identifying it as a crucial and critical strategy for reducing the indirect costs of universities and mitigating the impact of economic hardship on educational access. In addition, Sánchez-Gelabert et al. (2020) mentioned the negative impact of economic recessions and ever-increasing university tuition fees on the educational choices of students who choose ODE as a strategy to reduce the indirect cost of tuition … Individuals facing financial challenges have the opportunity to earn university degrees because of their ODE experience.

ODE institutions provide valuable opportunities for students with special needs, including those with disabling conditions and health problems (Koçdar et al., 2025; Slater et al., 2015). The term “learners with special needs” refers to learners experiencing difficulties in learning and requiring assistance in the learning process due to cognitive, physical, or sensory impairments, chronic illness, or psychosocial problems (Laamanen et al., 2021). There are approximately 29,000 learners with special needs, including disabling conditions such as cognitive, physical, or sensory impairments, chronic illnesses, or psychosocial problems, in Anadolu University's OES (Koçdar et al., 2025). Most of the learners who responded to the open-ended question in this group within this study stated that they would not have been able to realize their dream of studying if it were not for Anadolu University OES. This is because learners with special needs in higher education face an increased risk of dropout and poor academic performance due to barriers, such as limited access, inadequate support, academic anxiety and low self-confidence (Hewett et al., 2017; Repetto et al., 2010). Research shows that these learners often prefer online courses, recognizing the benefits of ODE more than others do (Alamri and Tyler-Wood, 2017; Moisey and Hughes, 2008). Fichten et al. (2009) highlighted various advantages of online learning for disabled learners, such as the reusability of notes, flexible learning from home, enhanced time management, ease of communication and access to course resources and information anytime, contributing to an enriched learning experience.

Despite the many opportunities ODE offers, it can still create obstacles for students (Hsieh, 2025; Koçdar and Bozkurt, 2022). Vigevano and Mattei (2025) suggested that the transition to distance learning during the COVID-19 pandemic highlighted existing inequalities in access to education, particularly affecting students from socioeconomically disadvantaged backgrounds. Many students lack essential resources, such as digital devices and stable Internet connections, resulting in significant challenges for participating in remote education. Overall, the authors emphasize the need for a re-evaluation of educational policies to address the issues of digital access and educational inclusivity more effectively. It is essential to continue improving these systems, particularly through research informed by the lived experiences and needs of learners. Lindner and Schwab (2020), for example, highlighted the importance of creating inclusive learning environments that foster meaningful engagement for all students. They advocate moving away from traditional teaching toward more individualized approaches, emphasizing collaboration, diverse instructional strategies and attention to students' social, emotional and behavioral needs, all of which align closely with the foundational values of ODE.

Rooted in the philosophy of openness, ODE systems endeavor to democratize education, promote social equity and expand access to knowledge. This study highlights the profound impact of ODE on learners' lifelong learning journeys, giving voice to their stories and offering insight into the transformative power of open education. The stories we explored, although unique, collectively share one powerful message: “The ODE experience has served as a transformative catalyst in the lives of many individuals, profoundly changing their lives”. These individuals embarked on their educational journeys to achieve their dreams, and their stories reminded us that lifelong learning is a continuous process and that it is never too late to embark on this journey.

This study does not aim to generalize the findings or offer definitive conclusions; rather, it seeks to present first-hand narratives that foster a deeper understanding of ODE systems and the diverse experiences of lifelong learners. While ODE systems serve millions of people globally, their true impact can often be seen in the transformation of individual lives through inclusive and accessible educational opportunities. Although formal qualifications are important, the deeper value of these systems lies in their ability to help individuals realize their potential and experience the intrinsic rewards of learning.

This study demonstrates that ODE provides learners with many opportunities, impacts their personal and professional lives and helps them overcome challenges. Even though the present results specifically target the learner-level impacts of ODE, these may have broader effects. Beyond personal advancement, these systems may contribute to broader societal goals by supporting national economies, enhancing social welfare and advancing collective knowledge. They may also contribute significantly to multiple dimensions of societal development. They play a role in enhancing overall welfare and supporting the formation of a society composed of intellectually engaged and lifelong learning-oriented individuals. By providing accessible and flexible educational opportunities, these systems also contribute to learners' psychological and mental well-being, fostering a sense of purpose and self-worth. Furthermore, they are instrumental in cultivating the human resources that are essential for the development of a knowledge-based society. Ultimately, empowering individuals through education helps increase income levels and promotes upward social mobility.

The findings of this study have important implications for institutions, policymakers and curriculum designers in ODE. Institutions should enhance learner support systems and adopt flexible, accessible and inclusive learning models to meet the diverse needs of nontraditional learners. Policymakers are encouraged to promote equity-based funding models and formally recognize lifelong learning as a national priority, ensuring that open university degrees are valued in the labor market. Integrating interdisciplinary content, real-life applications and alternative assessments can foster learner engagement and support personal, professional and social development in curriculum design.

This study had several limitations that should be acknowledged. First, convenience sampling was employed by inviting volunteers to participate in the study. While this allowed us to collect efficient and rich data from a volunteer and diverse group of students, it also had inherent limitations. This sampling method may have introduced bias, potentially appealing to participants with stronger opinions or more reflective students. Consequently, the findings of this study may not be generalizable. However, the aim of this qualitative phenomenological study is not to perform statistical generalization but rather to provide rich, subjective and lived experiences of online distance learners. Additionally, the data were collected through open-ended online questionnaires, which, while efficient for reaching a large sample, may not have captured the depth and nuances that interviews or focus groups might have provided. This study also did not include longitudinal data, making it difficult to assess the long-term impact of ODE on learners' personal and professional trajectories. Finally, the institutional context and resources of Anadolu University may not reflect those of other open universities, particularly in different cultural or economic settings, which may affect the transferability of the findings.

Future research should also continue to explore the evolving role of ODE institutions, particularly in light of the growing digital education landscape. As Tait (2018) suggested, questions about the sustainability and necessity of distance teaching universities (DTUs) have arisen, especially in regions where digital education is rapidly expanding. This study provides a positive response to the question, “Are DTUs truly necessary?” – particularly in developing countries where capacity constraints persist in higher education. Open universities play a crucial role in expanding access to education, and their functions remain vital for societal and economic development.

The study collected data through an online survey tool, as the students came from a large and geographically dispersed area. This approach enables the collection of a broad range of learner experiences while maintaining participant anonymity, which may encourage openness. However, the lack of face-to-face interactions may constrain the depth of the responses. Therefore, future studies should conduct face-to-face interviews or focus groups to obtain more detailed information. Further research should examine how open universities can continue to serve large student populations effectively, while adapting to digital innovations that challenge traditional models. It is also important to investigate how governments can further support open universities in fulfilling their goals. Finally, research can delve deeper into the psychological and social benefits of lifelong learning in open education, particularly in terms of how it contributes to well-being, social equity and human resource development in knowledge-based societies.

Based on Academic Integrity and Transparency in AI-assisted Research and Specification Framework, the authors of this paper acknowledge that the paper was proofread and edited with the assistance of DeepL and OpenAI's ChatGPT (Versions as of April 2025), complementing the human editorial process. Human authors critically assessed and validated the content to maintain academic rigor. The authors also assessed and addressed the potential biases inherent in the AI-generated content. The final version of the paper is the sole responsibility of the human authors.