Affiliation:
1. University of South Africa, South Africa
Abstract
Self-directed learning is an autonomous skill where individuals take responsibility, with or without the help of others, of their learning. The purpose of this chapter is to explore how self-directed learning (SDL) as a transformative strategy in higher education institutions (HEIs) can be promoted. The transformative self-directed learning theory (TSDLT) proposes policy strategies to promote self-directed learning as a transformative strategy for higher education. Policy strategies should be provided to reconstruct their facilitator and guidance abilities through empowerment. Policy stipulations in the Education White Paper 3 were analysed by means of thematic analysis. This chapter provides Freire's critical pedagogy and Kolb's active experiential learning to put forward suggestions to promote SDL as a transformative strategy in South Africa's HEIs. Findings revealed that students can be enhanced in self-directed learning skills, independent learning, and responsibility awareness for their own learning. It is recommended that strategies should be implemented to build confidence.
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