Self-direction for lifelong learning: a comprehensive guide to theory and practice

TLDR

Self‑directed learning is increasingly valued in education, defined by learners’ personal autonomy, self‑management, and control over instruction, with growing interest and new theoretical insights into individual learning approaches and influencing factors. The study aims to promote self‑direction by developing learners’ skills for independent mastery of subject matter and fostering a sense of personal control. The authors conceptualize self‑direction through four dimensions: personal autonomy, self‑management, independent pursuit of learning, and learner‑control of instruction. Results show that enhancing self‑direction in adult education improves autonomous learning, offering research directions and a resource profile of the autonomous learner.

Abstract

Part 1 The scope and meaning of self-directed learning: what is self-directed learning? the growth of interest in self-directed learning promise and limitations for education and training. Part 2 Four dimensions of self-direction: personal autonomy self-management in learning the independent pursuit of learning learner-control of instruction. Part 3 New theoretical insights on self-directed learning: understanding the individual nature of learning how learners approach learning situations factors that influence the capacity for self-direction. Part 4 Promoting self-direction in learning: developing skills for self-directed learning facilitating independent mastery of subject matter helping learners gain a sense of personal control. Part 5 Realizing the potential of self-direction in adult learning: enhancing self-directed learning in adult education directions and agendas for research resource - a profile of the autonomous learner.