Facilitating self-directed learning in higher education: the role of teachers

Abstract

Self-directed learning (SDL) is increasingly considered an important skill in higher education because it helps students take initiative in the learning process and develop lifelong learning capacity. This article, through a synthesis and analysis of previous studies, clearly identifies the roles of lecturers in supporting and promoting SDL as: (1) Facilitator of learning strategies; (2) Mentor and guide; (3) Resource provider and developer; (4) Supporter of goal-setting and self-management; (5) Facilitator of collaborative learning; (6) Role model and motivator; and (7) Architects of digital learning environments. The research results provide a framework for understanding the role of lecturers and offer practical suggestions for improving SDL outcomes; By adopting these roles, teachers can empower learners to become self-directed, lifelong learners in an increasingly digital and complex world. At the same time, the article also highlights the need for professional development to equip teachers with the skills needed to effectively support the ICT.