Self-directed learning as a method for future education

Abstract

Self-directed learning can be defined as learning to learn (Zahran 2019). Self-directed learning can also be seen as an approach to pursue learning throughout life (Salleh et al. 2019). Koç (2019) defines self-directed learning as a concept that is found in individuals who are efficient in controlling their learning on their own choices and preferences. Self-directed learning represents student-directed learning, which means that the teacher serves as the facilitator and the learners are mainly responsible for finding solutions to complete tasks and other activities (Brandt 2020). This article aims to establish the importance of self-directed learning for future education. Self-directed learning can be seen as developmental because it helps learners to achieve their goals, solve different problems, develop a range of skills and knowledge, and realise their full potential (Brandt 2020). Zahran (2019) adds to Brandt (2020) and states that learning to learn or self-directed learning incorporates independent, self-efficient and self-regulated learning. Self-directed learning will help the learners develop the ability to evaluate the different processes and products through self-reflecting (Bishara 2021). It also encourages learners to play an active role in their learning (Demircioğlu et al. 2018). When a learner is self-directed, he/she becomes the developer of their learning objectives and goals (Zahran 2019). Furthermore, self-directed learning includes the learners in deciding what, when, and how they learn (Demircioğlu et al. 2018). Learners can also select suitable methods and strategies to achieve different learning aims (Gencel and Saracaloğlu 2018). Saeid and Eslaminejad (2017) add to Gencel and Saracaloğlu (2018) and say that the select, manage and assess their learning tasks and activities, which they can pursue at any time, place, through any means, and at any age.