Charting New Pathways: Unleashing the Potential of Self-Directed Learning and the Transformative Role of Teachers in Education

Abstract

This article explores the potential of self-directed learning (SDL) and teachers’ transformative role in promoting SDL within the educational landscape. Moreover, this article delves into the complexity of meeting varied learning demands and teachers’ dynamic obligation to provide interesting and supportive environments. This research synthesizes theoretical frameworks for SDL in educational settings. The importance of SDL is emphasized, focusing on its many benefits, including greater motivation and creativity among others. In addition, this paper makes significant academic contributions by providing a detailed analysis of the roles and features of effective teachers as self-directed learners and SDL agents. Additionally, recommendations are given for educational institutions to assist with SDL curricula implementation. These include among others providing professional development opportunities to teachers and creating appropriate learning environments. These proposed recommendations aim to bridge the gap between SDL theory and practice, paving the way for more effective application in various educational settings.

1. Introduction and Background

Learning is a complex process, and each learner embarks on a unique path at his or her own pace. Accommodating this diversity can be challenging for teachers (Elliott et al., 2013). Navigating the educational landscape becomes even more intricate for teachers as they grapple with the task of engaging learners and supporting them (Rankin, 2017). This dual challenge is compounded by the necessity to tailor learning experiences for each learner, fostering an environment that not only stimulates and challenges but also promotes self-directed growth (Beard & MacTavish, 2022). Teachers are faced with the dynamic responsibility of creating opportunities that inspire all learners to strive for and attain success.

Therefore, this article aims to contribute to this growing area of research by exploring the importance of teacher self-directedness, highlighting their role in modeling SDL behaviors, facilitating learner autonomy, and fostering SDL-friendly environments. While the importance of SDL in learning development is being increasingly acknowledged, the body of existing studies still mainly concentrates on learners as the main users of SDL. How teachers themselves cultivate, model, and sustain SDL in their classrooms has received little study. This might create a conceptual gap since teachers’ ability for SDL professional development is inseparable from the promotion of SDL in classrooms. Teachers in SDL-orientated classrooms actively model autonomy, flexibility, and reflective thinking demanded of SDL learners, therefore serving not just as facilitators but also as exemplars. Although SDL is important in education, the growth of educational frameworks that demand learner autonomy, flexibility, and lifetime learning abilities emphasizes the need to look at its progressive possibilities inside teaching positions. The changing nature of education places more pressure on teachers to implement new approaches to teaching and learning that can help learners learn on their own and provide them with skills that will help them grow throughout their lives. While historically related to adult education, SDL is becoming more important for all school learners. From the start of the learning process, SDL helps build critical thinking, metacognition, and autonomy, qualities necessary for lifetime learning and SDL (Van Deur, 2018). Teachers must start modeling and supporting SDL from basic education levels in a period that stresses 21st-century skills and learner autonomy. SDL helps learners manage challenging learning contexts with more autonomy and fits well with significant educational transformations (Van Deur, 2018). Consequently, the implementation of SDL is not merely an educational approach but is a transformative imperative that reconceptualizes the teacher’s role as a designer of learning environments and situations that promote self-direction in learners’ learning.

Teachers are being urged to rethink their responsibilities and accountabilities in their classrooms as education moves progressively towards learner-centered methods and 21st-century capabilities. The core goals of SDL include moving away from only information transmission towards creating metacognitive awareness, motivation, self-direction in learning, and increased responsibility and responsibility in learners (Guglielmino, 2013; Loeng, 2020). These shifts call into doubt instructors’ interaction with SDL and their suitability in guiding this change.

Research shows that teachers must be committed to constantly changing and improving their lessons to understand and appreciate how complicated each learner’s learning process is (C. Brandt, 2020; W. C. Brandt, 2020; Brockett & Hiemstra, 2019). This flexibility meets a variety of needs and allows learners to take an active role in their learning. By creating a complete and interesting classroom setting, teachers can help learners acquire new skills, deal with problems, and grow as people. This point of view stresses how important it is to understand that teachers’ roles go beyond traditional education and include helping learners construct knowledge and learn on their own throughout their lives. Teachers need to support and help learners develop their own drive and confidence to help them achieve in a world that is constantly changing (Brockett & Hiemstra, 2019). This means that teachers need to change the way they teach so that it fits the ideas of SDL, and they also need to make it easier for learners to perform tasks that are part of SDL. Neglecting this reciprocal element may result in excessive effort when enhancing SDL. A suitable research question to guide the writing of this article was as follows: How can teachers transform their roles to effectively support and unleash the potential of self-directed learning in modern educational environments? In the context of SDL, “transform” implies a fundamental shift in the teacher’s role from being a traditional transporter of information to acting as a facilitator and fellow SDL learner. Research will examine this conceptual evolution over time.

In light of the information mentioned above, we now examine the literature to acquire a deeper understanding of the body of scholarship that is relevant to this article.

2. Methodology

To investigate the research question, we decided on an interpretative paradigm and a qualitative methodology, as it is suitable for gathering and analyzing non-numerical data (Mohajan, 2018). An integrative literature review was carried out to explore the transformative role of teachers in supporting and facilitating SDL. The Whittemore and Knafl (2005) integrative literature review stages were used for literature collection. To locate pertinent literature on the transformative influence of teachers in promoting SDL, we refer to repositories of the academic literature, EBSCOhost, and Google Scholar (Tlili et al., 2022). We used the terminology “Self-Directed Learning”, “teacher transformation”, “education”, and “21st century skills” in our search. We filter the search by thoroughly investigating the titles and abstracts to assess their relevance for inclusion. We chose scholarly works that explored the purpose of educators/teachers in adopting and promoting SDL at educational levels. We remove duplicates, writings that were not fully available online, and those that essentially referred to policy, financial concerns, or collective ideas irrelevant to the role of teachers in SDL.

There were initially 112 publications in the collection using the phrases “self-directed learning”, “teacher transformation”, “education”, and “21st century skills”. The selected keywords were decided on based on their applicability to the subject; “21st-century talents” covers ideas such as “critical thinking”, “autonomy”, and “collaborative learning”. Through a review of abstracts, whole texts, and inclusion criteria that emphasize empirical relevance, teacher-orientated information, and availability after title selection, 47 articles were retained. Considering their major educational coverage and accessibility to peer-reviewed publications, the EBSCOhost and Google Scholar databases were evaluated using a matrix to assess their thematic relevance to the articles, therefore ensuring their suitable alignment for inclusion. Five primary categories were made possible by grounded theory for subject classification. Appendix A shows the connections and interactions among groups.

Also, the concept map (see Figure 1) shows the conceptual structure and connections among the main topics of this article. It links the primary spheres of teacher transformation, SDL, and the methodology framework used in the integrative literature review.

Furthermore, Appendix A features an expanded matrix that categorizes the essential literature sources based on their thematic contributions, methodologies, and relevance to the research question of this study. To understand of how teachers can transform their roles to support and promote SDL, an expanded literature matrix was developed. In this matrix, key academic sources were summarized that contribute theoretical, empirical, and practical insights into teacher practices, SDL frameworks, and the broader educational context influencing learner autonomy. Each source was assessed grounded on its relevance to the articles research question, with a specific focus on how teachers model, facilitate, and embed SDL in their classrooms. The matrix categorizes the sources according to their focus areas, methodological approaches, thematic contributions, and direct relevance to the main inquiry of this study. It serves both as a transparent record of the literature selection and a conceptual foundation for the findings.

3. Literature Review

This section outlines a detailed summary of the evidence demonstrating the considerable impact teachers have on SDL. The review focuses on five key areas relevant to the research issue of the study: the importance of SDL in education; teachers’ roles in facilitating SDL; benefits and challenges from the teacher’s viewpoint; the teacher as a self-directed learner; and pedagogical frameworks such as Grow’s Staged SDL model that depict the teacher’s adaptive role in assisting with the implementation of SDL across various stages of learner readiness. This study highlights critical elements of SDL for teachers that directly influence and improve their effectiveness as SDL facilitators in the classroom. Content aimed at learners is included only as necessary for an understanding of the teacher’s role. Self-directed learning, although already well explored in research, has gained prominence in recent years as more individuals turn to SDL after realizing its benefits (Van Deur, 2018). Moreover, SDL has been proven essential in the process of teaching and acquiring knowledge. In addition, SDL can be fostered by: (1) developing individual-focused curriculum tasks; (2) developing individual learning goals; exploring resources; planning (individual) learning activities; (3) planning assessment strategies that address the individual learning needs of learners; (4) and enabling learners to work with or without assistance as they require it (Knowles, 1975, 1984; Knowles et al., 2015). Furthermore, learning environments should be conducive to SDL and allow for shared accountability during the teaching and learning process (Charokar & Dulloo, 2022; Du Toit-Brits, 2015). Teachers can encourage learners to become “active participants in the learning process” using learning activities and skills that promote SDL (Du Toit-Brits, 2018b, p. 54). In implementing SDL, learning goals should become the learner’s personal goals, which are made attainable in a flexible learning environment tailored for varying learning needs, interests, abilities, and paces (Chen & Fan, 2023; Collier, 2022a, 2022b; Hiemstra, 2013), making it crucial to highlight the importance of SDL in the context of this article.

3.1. The Significance of Self-Directed Learning in Shaping Teacher Practice

Knowles (1975), one of the pioneers in SDL research, provided a widely recognized definition of SDL that frequently appears in the scholarly literature. This definition of SDL is the “process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes” (Knowles, 1975, p. 15). He has gained recognition for his definition of the SDL process and for proposing three main reasons for SDL. Firstly, Knowles’ argument suggests that learners who take initiative in their learning experience have better, more effective outcomes than reactive and passive learners. Secondly, SDL relates to a person’s natural processes of psychological development through which they can “[develop] the ability to take increasing responsibility” for their lives (Knowles, 1975, p. 5). Thirdly, he contends further that newness necessitates learners who can take the initiative in their learning.

In line with Knowles’s above idea, his six-step model of SDL serves as the fundamental framework for developing a learning contract that guides learners and teachers in planning and implementing SDL. This article proposes that the teacher is also a learner who needs to become more self-directed (in the learning process). Moreover, the teacher and learner must actively participate in the teaching–learning process. Acknowledging that this process can be leveraged to develop an individual’s self-directedness and SDL skills (both teachers and learners) is crucial to becoming increasingly aware of the advantages of SDL. Notwithstanding the many benefits of SDL skills, implementing them within the learning environment’s teaching–learning context is not without challenges.

3.2. Teachers’ Role in Navigating the Benefits and Challenges of Implementing Self-Directed Learning

Drawing on an extensive range of sources, the authors set out that by understanding the benefits and challenges associated with instructional methods for fostering SDL, teachers can actively promote the cultivation of a learner’s self-directedness within the classroom (Guglielmino, 2008, 2013). This understanding can be achieved by strategically highlighting the benefits and challenges inherent in SDL.

3.2.1. Benefits

Instructional methods that develop SDL, such as learner-centered methods, have been proven more beneficial than teacher-centered learning (direct teaching, also known as pedagogy) (Karatas & Arpaci, 2021; Loeng, 2020). Instruction that fosters SDL can lead to life satisfaction, academic achievement, career success, and strategic thinking, to mention a few. Self-directed learning also strengthens the management of one’s own learning goals, promotes creativity, increases self-esteem, and makes lifelong learning foundational (Lemmetty & Collin, 2020; Olivier, 2022; Zhu et al., 2020). Moreover, SDL allows for learning differentiation where individuals can master learning goals at their own pace and learning needs (Serhan & Yahaya, 2022) as SDL guides the teacher, the learner, and the educational institution (Porter & Freeman, 2020; Robinson & Persky, 2020).

3.2.2. Challenges

This section addresses the challenges with a focus on their influence on teachers’ ability to implement SDL in the classroom. It must be acknowledged that teaching involves inspiring learners and engaging with them actively in constructing knowledge, fostering their motivation and determination to learn (Guglielmino, 2013). Thus, teachers and learners should be able to convert challenges into advantages. Doing so does not only require teachers to have a comprehensive understanding of SDL but also the adaptability, willingness and knowledge to support learners in developing their SDL skills and becoming motivated to learn (Lubicz-Nawrocka, 2018; Nasri et al., 2020). Unfortunately, many teachers may not have received training in learner-centered learning methods prioritizing learner agency and SDL (Porter & Freeman, 2020).

Another challenge is the high development costs for training facilitators in SDL at educational institutions (Piskurich, 1993) for institutions not specializing in developing and promoting SDL. Moreover, the evaluation and administration of SDL require openness, transparency, and creativity (Shrivastava & Shrivastava, 2020), which not all teachers have developed due to a lack of development and training opportunities in SDL. A further challenge to implementing SDL is that SDL may be misinterpreted by teachers, who view SDL simply as learning that takes place in isolation. However, SDL is just the opposite—it requires that a learner understands that the world is interconnected, consisting of various systems, and that problem-solving contexts are not isolated (Van Den Berg & Du Toit-Brits, 2023). This misinterpretation creates a compounded issue where learners lack awareness of the concept of SDL because the teacher does not model SDL, so they cannot carry out SDL effectively.

Furthermore, the consequential challenge is that teachers do not always act as SDL agents, a role deemed crucial as SDL is not only a method of learning but a way of life that teachers should embody for learners to emulate (Collier, 2022a). We believe that teachers must embody the principles of SDL and continuously develop their professional knowledge and skills. This development involves specialized training, collaborative learning, integrating technology and creating supportive learning environments. Doing so requires facilitation by teachers and their support to apply SDL effectively. Without such control, SDL is limited (as teacher involvement forms an integral part of the effective implementation of SDL).

Therefore, teachers are responsible for assessing the level of self-directedness in their learners and their learning and preparing them to progress academically and grow personally.

3.3. Teachers’ Role in Shaping Learning Environments for Self-Directed Learning

A “learning environment” is a diverse platform where teachers and learners engage and interact to acquire “new skills” (Guglielmino, 2013). Regarding education settings, education should prioritize adaptability and active involvement with educational resources rather than rote memorization. An effective learning environment can thus promote a favorable climate that fosters motivation and SDL (Nasri et al., 2020). For learners to remain engaged and flourish in the learning process, they must be assured that they can acquire knowledge and that the knowledge they acquire holds value, importance and relevance (Hairon & Chai, 2017). Learners should develop a sense of inclusiveness within the learning environment and assume accountability for their educational journey (Song & Bonk, 2016), confident in assimilating the learning content and actively taking charge of their learning (Guglielmino, 2013).

The learning environment has various meanings (Murniati et al., 2022; Rusticus et al., 2020). The term also describes the overall atmosphere and social dynamics within a school or classroom, including how learners interact and treat one another (ibid.). The learning environment includes teachers’ teaching–learning strategies to create an educational setting that fosters effective learning (Louws et al., 2017). Effective learning environments should promote active learner engagement (Lazorak et al., 2021) and learner action where learners are mindful of their role as active participants in learning. This argument is supported by Nasri et al. (2020).

Two methods of learning occur in most learning environments, namely the teacher-centered method and the learner-centered method. Teacher-centered methods continue to prevail in many South African schools, despite these methods having been proven insufficient in adequately equipping learners with the necessary skills to thrive as lifelong learners in the 21st century (C. Brandt, 2020). Meanwhile, learner-centered methods are recognized as a fundamental prerequisite for fostering SDL. A learner-centered environment prioritizes the learners over the teacher and fosters optimistic learning aspirations among learners (Kim & Yang, 2020).

The authors of this article also assert that fostering learning aspirations involves a teacher demonstrating a keen interest and enthusiasm for SDL. Such a teacher is characterized by showing positive assertiveness to SDL, actively engaging in SDL within learning environments, and facilitating learners’ initiatives for SDL. Additionally, motivating learners, empowering them through SDL, and constructing a cooperative learning environment contribute to developing learning aspirations. Through these practices, teachers evolve from traditional classroom roles to models and facilitators of the SDL process, accommodating diverse learning requirements, preferences, and demands of learners.

In promoting SDL within a learning environment, engaging teaching–learning strategies play a crucial role, including the “development of critical and creative skills and real-life problems” through real-life problem-solving activities (Bosch et al., 2019, p. 25).

3.4. Supporting Self-Directed Learning: Characteristics Teachers Should Nurture in Learners

Although the research question focusses on teachers, exploring the traits of an autonomous learner is important to understand how teachers need to adapt their role to foster these characteristics in their learners. In traditional teacher-centered classrooms, learners typically assume a passive role as recipients of information (Beard & MacTavish, 2022) and knowledge is imparted to learners without considering their needs. This approach can thus demotivate learners and hinder their learning progress. However, when learners feel encouraged to assume ownership of their educational experience while acknowledging the importance of the content, they strive to acquire the expertise, understanding and abilities that are required (W. C. Brandt, 2020), reflecting an SDL approach followed in the learning process. These characteristics are popularized by Guglielmino (1977, p. 73) who argues that “…a highly self-directed learner exhibits initiative, independence, and persistence in learning; one who accepts responsibility for his/her own learning and views problems as challenges, not obstacles; one who is capable of self-discipline and has a high degree of curiosity; one who has a strong desire to learn or change and is self-confident; one who can use basic study skills, organize his/her time and set an appropriate pace of learning, and to develop a plan for completing work; one who enjoys learning and has a tendency to be goal-oriented”.

Guglielmino (1977, 2013) also defined a set of characteristics associated with self-directed learners, which Edwards (2015, pp. 1–7) explored further by providing a framework for understanding the characteristics necessary for effective SDL. A vital aspect of this is the capacity to accept and adapt to ambiguity without feeling uneasy, which is essential for effectively dealing with the uncertainties inherent in the learning process.

Expanding upon this basis, active engagement in developing educational programs is crucial (Kemp et al., 2022). This engagement strengthens their dedication and guarantees that the programs are better customized to fulfill their specific requirements. Regular self-evaluation enhances this engagement by enabling learners to introspect and enhance their advancement, promoting an ongoing cycle of self-enhancement.

Thus, it can be said that considering education as an investigative expedition rather than a sequential procedure fosters inquisitiveness and the perpetual acquisition of knowledge (Song & Bonk, 2016). This viewpoint redirects our attention from simply attaining pre-established results to uncovering novel information and abilities. In addition, possessing a higher than average inclination to take chances is crucial for fostering innovation and surmounting obstacles. This motivates learners to venture outside their comfort zones and attain greater comprehension and proficiency. Having a high skill level in using different learning resources and methodologies expands the range of learning possibilities that learners can access. This flexibility facilitates various learning requirements and guarantees that learners may utilize and optimize varied educational resources (Song & Bonk, 2016). Establishing explicit learning objectives offers guidance and incentives as a navigational tool for learners to track and evaluate their advancement. Concurrently, an optimistic outlook on the future fosters hope and fortitude, motivating learners to persist in facing challenges.

Therefore, emotional stability and intelligence are crucial for efficient learning since they effectively empower learners to handle stress and tackle intricate difficulties with assurance. These attributes are crucial for sustaining concentration and attaining triumph in an academic setting (C. S. Dweck, 2008). Autonomy and personal responsibility are fostered by a preference for individual study and unstructured learning sources, enabling learners to assume control over their educational courses. Therefore, one can assume that learners with self-motivation and autonomy are more inclined to maintain their commitment to educational goals and actively pursue further learning opportunities. Together, these traits emphasize the significance of cultivating a comprehensive and adaptable educational approach. By cultivating these characteristics, educational programs can more effectively equip learners with the skills and mentality required to succeed in the constantly changing environment of the 21st century.

In support of the above characteristics, C. S. Dweck (2008) emphasizes the influence of personality characteristics on an individual’s learning attitude and approach to learning. Tasselli et al. (2018) further suggest that learners may enhance their educational skills through changing their confidence. Recognizing the influence of learners’ confidence in learning and establishing accurate perceptions of learning situations are integral aspects of how learners learn (ibid.). C. S. Dweck’s (2008) research underscores the fact that character can either be entirely predetermined at the time of birth or carried into adulthood, as certain inherent personality characteristics exist. Personality is generally a malleable and evolving aspect that undergoes changes throughout one’s lifetime and is influenced by various experiences. Therefore, the personality characteristics associated with SDL are not set but can and should be developed with an emphasis on flexibility and fluidity.

To illustrate these characteristics, Guglielmino (2008) cites the actions of a young child who explores a novel object. The learner naturally examines the object, engaging their senses of taste, touch, sight, and hearing to gather as much information as possible. Finally, these characteristics emphasize the twofold responsibility of both teachers and learners in adopting SDL.

3.5. Transforming the Teacher’s Role to Support Self-Directed Learning

This part serves as the central element of the literature review and is closely related to the research subject of how teachers promote and model SDL. In developing SDL in learners, teachers must support them in building the belief in their ability to address challenges, assume accountability for their learning, identify their individual learning needs and goals in the teaching and learning journey, and instill self-motivation during the learning process (Knowles et al., 2015; Van Der Walt, 2016). The teachers’ roles are essential in developing these skills, particularly in encouraging learners to engage in SDL and enhance their self-directedness. This transition involves displaying SDL characteristics and creating an environment conducive to such learning. They lay the foundation for SDL by providing tools for self-managed learning, fostering cooperative learning, encouraging diverse learning experiences, and facilitating learners’ initiatives for SDL rather than instruction. Additionally, they utilize resource materials to inspire learners’ self-directedness and attentiveness, ultimately empowering them through SDL activities to become independent learners (Collier, 2022a; Guglielmino, 2013).

Further to this, teachers should establish a conducive learning environment that fosters confidence and strengthens learners’ dedication to enhance SDL skills. Teachers need to offer opportunities to assist learners who are emotionally unprepared for SDL and improve the learning environment through their positive and constructive roles (Song & Bonk, 2016).

3.6. The Dual Role of Teachers: A Self-Directed Learner and Change Agent for Self-Directed Learning

Costa and Kallick (2004) including Du Toit-Brits (2018a) found that the concept of SDL is a well known among many teachers, who believe that, as self-directed learners themselves, learning should encompass the ability to “self-manag[e], self-[monitor] and self-[modify]”. Accordingly, teachers need to apply the abovementioned capabilities, which entails meticulously planning lessons, activities, and tasks deliberately to foster learner-centered learning. Subsequently, after concluding the lesson, the teachers reflect on the lesson or activity to assess its efficacy in achieving the intended learner goals. Consequently, instruction enhances learners’ learning and the teacher’s pedagogical expertise. Since effective teachers should be able to self-manage, self-monitor and self-modify, these capabilities are elaborated upon below (Costa & Kallick, 2004; Du Toit-Brits, 2018a).

3.6.1. The Self-Managing Teacher: A Vital Function in Promoting Self-Directed Learning

Self-directed learning teacher preparation involves the self-managing teacher thoroughly preparing for lessons by clarifying expected learner progressions and understanding learners’ current abilities to tailor content accordingly. They devise instructional approaches for immediate and long-term success and plan methods to evaluate learner goals effectively. Flexible planning accommodates diverse learner needs, and continuous SDL promotes ongoing professional growth.

3.6.2. The Self-Monitoring Teacher: A Key Role in Promoting Self-Directed Learning

Once a lesson commences, effective teachers are attentive, cognizant, and mindful of classroom dynamics. They constantly engage in a combination of metacognitive actions, including intentional, automatic, improvised, and premeditated decisions throughout the lesson. They effectively maintain their position within a sequence of procedures, recognize the achievement of sub-goals, and identify and correct errors promptly or revert to previous correct steps when necessary.

Self-monitoring involves both anticipation and review processes. On the one hand, anticipation includes understanding the sequence of actions, recognizing areas prone to errors, selecting strategies to minimize mistakes and facilitate recovery, and determining the types and value of feedback available at different stages. On the other hand, the review process focuses on identifying previously made errors, keeping a record of actions leading up to the current state, determining the following steps, and evaluating the reasonableness of the current state and immediate task outcomes.

3.6.3. The Self-Modifying Teacher: Adapting Practice to Support Self-Directed Learning

According to Costa and Kallick (2004) and Du Toit-Brits (2018a), after delivering the lesson, the teacher now possesses two sources of information: the planned lesson and the actual lesson execution. Teachers evaluate the lesson by gathering and using insights derived from comparing the intended and observed outcomes. Some correspondence is identified when the teacher discovers a significant resemblance between the two. However, a disparity arises when there is a mismatch between what was witnessed and what was planned. Teachers generate explanations to account for the discrepancy, focusing on cause-and-effect connections between instructional situations and behavioral results. Teachers are regarded as self-directed agents who assume responsibility for their actions and strive to enhance their teaching and learning environments.

3.7. The Teacher as a Catalyst and Leader in Promoting Self-Directed Learning

Considering our arguments above, our stance is that teachers should be recognized as agents of SDL capable of deriving and applying insights gleaned from past classroom experiences to inform future ones. Through thoughtful analysis and reflection, they assimilate new knowledge about teaching and learning, resulting in more standardized, customized, and refined teaching practices.

In essence, the effective teacher needs to emerge as a self-directed lifelong learner and agent of SDL—guiding and acquiring knowledge within their classrooms, monitoring their and learners’ abilities, and subsequently adapting to enhance their learners’ success. To maintain continuous progress, teachers need to construct encouraging, cooperative environments that promote SDL for themselves and their learners.

Furthermore, teachers who personally and professionally embrace SDL should also mentor other teachers, creating opportunities for self-reflection to cultivate lifelong and ongoing SDL skills (C. Brandt, 2020). The SDL agent assumes accountability for their conduct, persistently striving to enhance their teaching and facilitate their learners’ learning. As catalysts for SDL, teachers must not only characterize SDL, but they also need to generate cooperative learning environments, guide colleagues, and construct reflective classroom practices that endorse long-term SDL skills in their learning communities. The following section examines a learner’s progression toward becoming a self-directed learner within Hersey and Blanchard’s (1988) staged SDL model, emphasizing the pivotal role of the self-directed teacher in guiding and supporting this journey.

3.8. Staged Self-Directed Learning Model

This section of the article uses Grow’s (1991) staged self-directed learning (SSDL) model to help better understand how teachers’ roles are changing to support SDL. Grow’s model shows how teachers can change their instructional approaches to support learners at the different levels of self-direction, emphasizing the flexible and changing nature of the teacher’s role in fostering SDL.

Drawing from Hersey and Blanchard’s (1988) situational leadership model, the staged self-directed learning (SSDL) model suggests that learners progress through stages. The SSDL model has four stages (see

Table 1. The staged self-directed learning model.

Stage	Learner	Teacher	Teaching-Learning Strategies
Stage 1: Dependency.	The dependent learner: Relies on the teacher or facilitator. No self-direction. Task orientated. Benefits from clear expectations and structured activities.	Authority coach or expert.	Direct instruction. Modeling. Mentoring with prompt response. Practice sessions. Knowledge-sharing. Presentations. Addressing limitations. Overcoming resistance.
Stage 2: Counter-dependency.	The interested learner is not always directed: Seeks opportunities. Sets goals. Builds confidence. Learners benefit from activities that allow them to apply their knowledge and skills in real-life situations.	Motivator or guide.	Motivational speech along with facilitated group discussions on the following: Establishing objectives and employing effective learning techniques. Experiential learning. Problem-based learning. Cooperative learning.
Stage 3: Inter-dependency.	The involved learner: Recognition. Can learn by themselves. Can set learning goals. Has methods to achieve goals. Learners become actively involved in designing and implementing their learning plans to develop a deeper understanding of learning and subjects.	Facilitator.	Discussions led by an actively involved teacher. Workshops. Collaborative assignments. Online learning modules. Peer review. Group discussions.
Stage 4: Independence.	The self-directed learner: Can set goals. Can assess. Is motivated. Valid/reliable sources. These learners benefit from activities that allow them to direct their learning and reflect on their progress.	Consultant or delegator.	Projects. Thesis. Independent study or self-directed study groups. SDL activities. Independent study. Reflective practice.

Source: Adopted from Grow (1991).

). In each stage, various teaching–learning strategies may be deemed effective and seen as good teaching–learning strategies (Grow, 1991). The SSDL model also highlights the potential pedagogical challenges arising from mismatches between teacher styles and learner stages. Specifically, a mismatch occurs when a directive teacher is paired with a learner who needs less guidance and is ready for more autonomy (Grow, 1991).

3.8.1. Stage 1: Dependency

Learners with minimal self-direction rely on a figure of authority to provide clear instructions on what tasks to perform, how to perform them, and when (Grow, 1991). During this stage, the teacher takes on the role of an expert. Dependent learners in stage 1 thrive on a well-structured and rigorous approach. The teacher establishes credibility and authority, providing clear objectives and teacher-centered methods for learners to follow. Dependent learners in this stage expect discipline and guidance, and the teacher’s mastery is crucial for their success.

3.8.2. Stage 2: Counter-Dependency

At the moderate self-direction stage, stage 2, learners are receptive and open to various learning opportunities. Stage 2 learners display moderate self-direction as they are open to learning opportunities, motivated by goals, and they engage in learning when they understand the goal of the learning activities (Grow, 1991).

Stage 2 teaching is often regarded as exemplary in many educational institutions. These teachers adopt a more motivating approach that encourages learners to contribute in the learning process through constructive teacher–learner relationships (Grow, 1991).

3.8.3. Stage 3: Inter-Dependency

Learners at the intermediate self-direction stage demonstrate skills and knowledge as they actively engage as participants in their learning process. In this stage, learners engage in the learning process, display enthusiasm and willingness to explore the learning content individualistically with the support of a teacher, but they also develop self-confidence, direction, and collaborative skills (Grow, 1991).

At stage 3, the teacher assumes a more active role in learning through close engagement with the learners, promoting collaborative decision making and guiding them to gradually taking on a more prominent role in their learning (Grow, 1991).

3.8.4. Stage 4: Independence

Independent learners are highly self-directed and can establish their own goals and benchmarks with or without assistance from others. They actively utilize the expertise of specialists, institutions, and various resources to pursue these goals. At stage 4, learners demonstrate ability in areas such as managing time, organizing projects, setting goals, engaging in reflection, receiving feedback from others, acquiring knowledge, and effectively utilizing educational materials. While stage 4 learners possess the ability to learn from any teacher, they thrive in an environment that promotes autonomy (Grow, 1991).

The teacher can engage learners to formulate comprehensive project requirements, an assessment list, a schedule, and an organizing diagram for individual projects. The teacher encourages collaboration and discussion among learners while ensuring that everyone retains their sense of responsibility. Aligning the teaching style of the teacher with learner willingness is essential for SDL progress, and misalignment can delay learner development, a connection shown in

Table 2. Matches and mismatches between teacher styles and learner stages.

	Teacher Style 1: Authority Coach or Expert	Teacher Style 2: Motivator or Guide	Teacher Style 3: Facilitator	Teacher Style 4: Consultant or Delegator
Stage 4: Self-directed learner	Severe Mismatch Learners resent authoritarian teachers	Mismatch	Near match	Match
Stage 3: Involved learner	Mismatch	Near match	Match	Near match
Stage 2: Interested learner	Near match	Match	Near match	Mismatch
Stage 1: Dependent learner	Match	Near match	Mismatch	Severe Mismatch Learners resent freedom, for they are not ready

Source: Adopted from Grow (1991).

(Grow, 1991).

The most significant challenges ascend when “highly dependent learners” obtain minimal direction and supervision from non-directive teachers or when self-directed learners are limited by directive teachers. This can result in disengagement and insignificant learning outcomes. Attaining alignment concerning the teacher’s approach and the learner’s level of self-direction is consequently vital to SDL at all stages (Grow, 1991).

3.9. Limitations of Self-Directed Learning Instructional Approaches

It is imperative to consider the limitations of SDL-oriented instructional approaches. Bull (2017), a proponent of SDL, acknowledges several key limitations, namely the opportunity for SDL, gaps in knowledge or skills, and followership. Each limitation is discussed briefly below.

3.9.1. Opportunity for Self-Directed Learning

Firstly, the opportunity for SDL can be uneven due to socio-economic disparities, educational resources, and varying levels of institutional support. These factors can hinder some learners from fully engaging in SDL, making it essential for teachers to create equitable learning environments that address these disparities (Bull, 2017).

3.9.2. Gaps in Knowledge or Skills

Secondly, gaps in foundational knowledge or skills among learners can impact their ability to independently navigate and understand complex subjects. Teachers must identify and bridge these gaps to ensure all learners can effectively participate in SDL (Bull, 2017).

3.9.3. Followership

Thirdly and lastly, the concept of followership highlights that not all learners are naturally inclined to adopt a self-directed approach. Some may require more guidance and structure, indicating the need for teachers to recognize and accommodate diverse learning preferences and styles. This adaptability is crucial for fostering an inclusive learning environment that supports the development of self-directedness through SDL in all learners, regardless of their intrinsic dispositions concerning independence (Bull, 2017; Conrad, 2020). While there are a few limitations to consider, SDL is essential in equipping teachers to thrive as self-directed and lifelong learners. Having discussed the strengths and limitations of SDL instructional approaches, exploring the practical recommendations that can help teachers overcome the challenges is crucial.

In conclusion, the literature’s results offer a constructive understanding of how teachers can adapt and transform their roles to support SDL in classrooms. It emphasizes the significance of creating SDL-friendly learning environments, teachers modeling SDL behaviors and encompassing a mindset of continuous professional growth. Models such as Grow’s staged self-directed learning model, alongside an interpretation of the characteristics and challenges of SDL, specify a clear foundation for this shift. Finally, teacher transformation is mounted as a dynamic process, one that is necessary for promoting autonomy, motivation, and lifelong SDL among learners and teachers.

4. Recommendations

Regarding the goal of teachers, the results of the literature study guided numerous important recommendations to be made to improve the integration of self-directed learning (SDL) into the South African educational system. (1) First of all, it is important to let teachers have SDL behavior. As Grow (1991), Du Toit-Brits (2018a) and Guglielmino (2013) underline, teachers change both emotionally and professionally as they progress to be facilitators of learning. If teachers want to sufficiently inspire SDL among their own learners, they must first live and set SDL ideals in their own classrooms. (2) Classroom settings must be created expressly to motivate the participation and autonomy of learners. Inspired by the research of Knowles (1975) and Van Deur (2018), teachers should design classroom settings that foster natural drive, personal inquiry, and accountability. As seen in Section 3.2.2 and Section 3.4, such environments help learners to own their routes of learning, therefore improving SDL. (3) The evolution of courses must include SDL ideas. C. Brandt (2020) underscore the need for curricular frameworks that include 21st-century competences even while they address policy-level consequences. Including SDL in the curriculum guarantees compliance with national education goals (see Section 3.3 and Section 3.7) and supports critical thinking and self-regulation, as well as other abilities. (4) Teachers’ ongoing professional development must be customized to meet SDL most precisely. Teachers need specific teaching and assistance if they are to bravely apply SDL methods. This is consistent with the results of Porter and Freeman (2020), Loeng (2020), and Collier (2022b), who contend that professional development opportunities are absolutely critical for equipping teachers with the necessary pedagogical and reflective abilities (see Section 3.6 and Section 3.8). (5) Among their workforce, schools should support peer learning and mentorship. Peer coaching and learning communities allow teachers to share best practices and participate in SDL development. Brookfield and Preskill (2012) and Guglielmino (2013) underline the necessity of cooperation in advancing transformative education and facilitating professional growth. (6) Teacher metacognitive strategies and introspection must be highly emphasized. For SDL, Candy (1991) and Merriam (2001) show the basic metacognition required. Reflective practice not only allows teachers to model for their pupils but also helps teachers become more effective as Section 3.4 and Section 3.8 stress. (7) Finally, the SDL should be adjusted to meet the specific situation of local educational environments. Du Toit-Brits (2018a) stress how educational approaches must be tailored to suit particular circumstances rather than following generically. Contextual factors including socioeconomic diversity, resource accessibility, and institutional support in the progress of SDL need to be taken more seriously in South Africa.

5. Conclusions

In conclusion, we believe that learners’ independence, motivation, and capacity for lifelong learning may be significantly enhanced if educational systems embrace SDL. Consequently, it is proposed in this article that supportive classroom environments, individualized lesson plans based on learners’ abilities, and teachers’ pursuit of SDL excellence all play a part in this process. Despite obstacles, including income inequality and a lack of foundational knowledge, SDL can be more effectively implemented if these issues are strategically addressed. Lastly, encouraging learners to participate actively in their education helps them succeed in a dynamic and unpredictable world. In addition, it is also proposed that educational institutions have the opportunity to chart new teaching–learning pathways, unleashing the full potential of every learner by adopting SDL and where teachers have a transformative role, giving learners and teachers equal power and assistance. Following such an approach to education might lead to a more adaptable and responsive future.

In conclusion, the need of cultivating SDL in the classroom requires a shift in the role of teachers. Teachers need to embrace roles as reflective SDL practitioners, co-learners, and facilitators who consciously model SDL instead of only providing knowledge to learners. This change can cultivate and support learner-centered education, which requires more autonomy, agency, responsibility, and accountability from both teachers and learners, to advance. More than only curricular modifications are needed to support this shift; continuous SDL professional development is needed, centered on teacher training, school leadership, and professional learning programs, all of which must fit and empower teachers in steering their evolving roles and identities. Helping teachers to “live” SDL will help to promote learner autonomy and establish flexible, future-oriented educational institutions that offer lifelong SDL opportunities for teachers and learners.