Abstract Bologna Process, which has changed the conceptual and empirical ideas for higher education in the new phenomenon of European integration, has agreed on a lot of reforms and national adaptations in the last decade. Besides outlining a theoretical framework of recent trends related to the process, the study mainly examines the concept of life-wide learning. As the European objectives for higher education emerging through the Bologna Process has changed the expected qualifications of graduates, life-wide learning has become an indispensable part of higher education in the globalizing age. Life-wide learning, which is a concept within life-long learning paradigm, aims to enhance the personal, cognitive and social development of students in order to make them ready for the challenges of the complex world. This study aims to identify the life-wide learning habits of university students, and makes an attempt to contribute from a certain perspective to ongoing debate on higher education policy. In order to fulfill this aim, a life-wide learning habits scale was developed and applied to teacher trainees. Depending on the data collected the life-wide learning habits of university students have been discussed, and some suggestions have been offered to overcome some difficulties in organizational changes in higher education.