Pupil and teacher, taking care of teacher together?

Self-directed learning is put forward by several studies as one of the most important key competences that young people need to develop in a rapidly changing world that is driving them towards lifelong learning ( Sustainable Education, 2019).

"Self-directed learning implies that learners take control of learning processes independently and with a sense of responsibility; that is, make independent decisions related to learning objectives, learning activities and self-assessment" (VLOR, 2003, p. 8). 

Self-directed learning applied in school practices would lead to increased success in problem-solving thinking, academic achievement, intrinsic motivation and task motivation among students. Even beyond the educational setting, self-regulated skills ensure that students are empowered to cope with the challenges of an ever-changing society (Bandura, 2006; Cleary & Zimmerman, 2004).

From the field and the literature, there is a need for practice-based research with the aim of supporting the field in shaping self-directed learning in educational practice. The review study by Kostons, Donker & Opdenakker (2014) confirms that teachers and schools are in need of how to apply self-directed learning in the classroom and school. Most studies remain abstract and translating theory into practice is not evident for many schools. 

The research report describes exploratory research into self-directed learning in an innovative learning environment. It compiles the research findings of a multiple case study consisting of three school cases within one school group (two cases in a secondary school and one case in a primary school).

This research report aims to:

• provide teachers and schools with tools how to realize self-directed learning in an innovative learning environment (research question 1)
• and which preconditions (at teacher, class and school level) must be met (research question 2).

The research questions were answered on the basis of observations, semi-structured interviews and a focus group. The report concludes with recommendations for teachers, school leaders and school boards and policy.

Read the research report below with recommendations for teachers, school boards and policy. You will also find the policy summary and recommendations of the research report in a separate document that can be consulted.