SELF-DIRECTED LEARNING IN ADULT EDUCATION TRENDS AND PEDAGOGICAL IMPLICATIONS

The concept of self-directed learning (SDL) has taken centre stage in adult and continuing education as it indicates the move towards learner-centred methodology of modern educational practice. This is a conceptual paper discussing the emerging trends on self-directed learning and the pedagogical impact in adult learning. The paper, based on the established theoretical perspectives, indicates that adult learners are becoming more and more responsible in terms of planning, implementing and evaluating their personal learning in the course of the evolving social, economic and technological environments. The development of the digital learning environment and the growth of open educational resources, the rising focus on lifelong learning is among recent trends that have reinforced the relevance of SDL. The role of educators is also redefined as facilitator and guide to learners and not as conveyer of knowledge. The research has been developed on the basis of the review and synthesis of literature available by means of qualitative methods relying on the key theoretical frameworks, including andragogy and transformative learning.