Chapter 4: Self-directed pedagogy: Lifelong professional development in the 21st century

Self-directed learning (SDL) can be regarded as both a process and a learner characteristic. It is viewed as a personal and self-driven endeavour where all aspects of learning are regulated by the learner. These aspects include goal setting, informed decision-making, the application of suitable skills and strategies, personal reflection and assessment of set goals to foster deep, lifelong learning. Furthermore, a key element of SDL is that learners take ownership and responsibility for their own learning. This responsibility and ownership can be nurtured and strengthened by equipping learners with the necessary skills, attitudes and knowledge for SDL activities. Additionally, SDL and its associated skills can be developed through purposeful teaching and learning activities. Teachers must guide and assist learners in cultivating practical and explicit SDL skills and knowledge, which learners can then apply in reflecting on their learning and assessing their progress towards achieving learning objectives. As learners advance to higher grades, the need for SDL becomes increasingly critical, making it essential to explore how SDL can be fostered in the 21st century classroom. Characteristics such as autonomy, motivation, self-efficacy and reflection should underpin pedagogical approaches that promote deep, lifelong learning. The most significant distinguishing factor of the 21st century is the rapid and ever-changing demand for competencies required to thrive in a professional environment. Self-directed learning can help prepare learners to function effectively in this dynamic professional environment.