SELF-DIRECTED LEARNING IN HIGHER EDUCATION: CONCEPT, CHARACTERISTICS, AND IMPLICATIONS FOR ACADEMIC PRACTICE
Keywords:
self-directed learning, higher education, autonomy, metacognition, self-regulation, lifelong learning, andragogyAbstract
Self-directed learning (SDL) has emerged as a foundational construct in contemporary higher education, emphasizing the learner's capacity to initiate, regulate, and evaluate their own educational experiences. This article examines the conceptual origins, defining characteristics, and theoretical frameworks of SDL. Drawing on established scholarship, it explores how autonomy, metacognition, motivation, and goal-setting interact to produce self-regulated academic behavior. The implications for curriculum design, instructional strategies, and learner support in university contexts are discussed, underscoring SDL's role in developing lifelong learners.
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