Providing a Conceptual Model for Developing Self-Directed Learning in Students

Abstract

Purpose: The objective of this study was to provide a conceptual model for developing self-directed learning in students to enhance their autonomy and effectiveness in the learning process. Methods and Materials: This study employed a qualitative exploratory research method using thematic analysis based on the Attride-Stirling approach. Data were collected from 40 academic articles published between 2003 and 2024 through purposive sampling from reputable databases. Thematic analysis was performed by extracting basic themes, organizing themes, and overarching themes from the selected texts. The reliability of the findings was ensured through multiple readings of the data, note-taking, coding, and member-checking with experts in educational psychology. Findings: The findings revealed 78 basic themes categorized into 10 organizing themes related to self-directed learning: infrastructural factors, cognitive and metacognitive factors, emotional skills, communication skills, personality traits, learner independence, interests and motivation, self-instruction, self-management, and self-regulation. Each theme played a significant role in fostering self-directed learning, highlighting the importance of contextual, cognitive, emotional, and behavioral elements in the learning process. Conclusion: The conceptual model developed in this study emphasizes the multifaceted nature of self-directed learning, highlighting the need for a supportive educational environment, effective learning strategies, emotional resilience, strong communication skills, and learner autonomy. Implementing this model in educational settings can enhance students' learning experiences, motivation, and academic success.