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“Introduction to Lifelong Learning” is a common and compulsory subject required by librarians, curators, and social education directors for certification in Japanese higher education. However, no research has been conducted on the contents of this subject. Thus, this study aims to clarify the knowledge acquired in the subject based on an analysis of index terms in textbooks. The primary results are as follows: (1) this subject is connected to adult and community education; (2) the subject contents depend on the type of certificate; (3) there are few common terms in the indices; (4) indices contain many terms specified in law as well as the names of foreign people; and (5) there are fewer words related to educational administration or learning support than to lifelong education or educational facilities.

TAT stories that were used to judge the presence of uncertainty motivation were analyzed by text mining. The stories following lead sentence number 2 were analyzed for this study. The results show that: (1) Words and phrases such as “search,” “depressed,” “future,” and “what should I do” were included in the stories with uncertainty motivation; (2) Stories without uncertainty motivation were characterized by the words “friend,” “alone,” and “man.”; (3) These Stories following lead sentence number 2 were shown to have a framing of the negative event and, a coping response.

Text mining was used to analyze the TAT story used to determine the presence or absence of uncertainty motivation. Participants were 82 university students. The results show that: (1) Although there were few words specific to the stories judged to have uncertainty motivation, the words "microscope," "medicine," and "life" tended to be used in this story. (2) There were relatively many words that were used only in the stories without uncertainty motivation, such as the words "friend," "early," "end," "I," "fork," "walk," and "home". (3) No clear co-occurrence relationship could be found between the words.