Solutions for developing academic advising competencies to support students’ self-directed learning in contemporary higher education

Abstract

The article analyses the current competencies of academic advisors in higher education institutions. It proposes a set of solutions to enhance their capacity to effectively support students’ self-directed learning amid educational reform and digital transformation. Findings indicate that although most advisors possess strong professional expertise and a high sense of responsibility, they remain limited in key competencies such as personalised academic advising, psychological support, technology integration, and developmental feedback. Based on the theoretical framework of academic advising competency and empirical data, the study proposes solutions that contribute to the standardisation and professionalisation of advising practices, foster a culture of continuous professional development, and establish a solid foundation for sustainable and personalised support of students’ self-directed learning in modern higher education.