Uncovering effective mechanisms for self-directed learning in flexible higher education

Beschrijving

In Dutch higher education, there is increasing interest in personalized learning through flexible programs, where teaching and learning occur in substantial, authentic units. This shift requires students to develop self-directed learning (SDL) skills as they navigate their educational journeys more independently, with evaluation focusing holistically on growth in complex, profession-related skills. A notable framework, the ‘Layered Model for Flexible Education,’ helps guide curriculum decisions, focusing here on students’ content choices within significant units.
SDL and self-regulated learning (SRL) are related but distinct concepts. SDL operates on a macro level, involving the overall learning journey, while SRL focuses on regulating tasks within specific learning activities. Although numerous studies highlight interventions supporting SRL development, evidence on effective SDL interventions remains limited and unclear in flexible contexts. This research aims to investigate strategies to foster SDL skills within these contexts.
A qualitative scoping review was conducted, analysing 28 peer-reviewed studies from ERIC, PsycINFO, and the Web of Science, coded using Atlas.ti and appraised for quality. Findings reveal that curriculum design, educator support, and student-level interventions contribute to SDL development. However, the mechanisms underlying these interventions remain underexplored, indicating the need for further research to enhance evidence-based practices in promoting SDL skills in flexible education.

Periode	26 aug 2025
Evenementstitel	EARLI 2025: Realising potentials through education: shaping the minds and brains for the future
Evenementstype	Congres
Locatie	Graz, OostenrijkToon op kaart
Mate van erkenning	Internationaal