Implementation of the Self-Directed Learning System in General Education Schools: Analysis of Manifestation of Changes

Ausra Kazlauskiene, Ramute Gaucaite, Rasa Poceviciene


Currently particular emphasis is placed on adults’ rather than children’s self-directed learning. As to children’s learning, it is dominated by episodic rather than systematic type of self-directed learning theory and practice. For a long time children as learners were undervalued, focusing more on the educator and on teaching techniques. Presenting the research on experience of implementing the self-directed (self-)education system, the authors of the article emphasise the importance of “liberal” learner-centred learning in childhood because namely then the foundations of learning management skills, which are based on a peculiar pace, goals, perspectives, style of learning, later determining adult learning culture too, are formed. Applying the method of semi-structured data collection, using reflective writing, manifestation of changes that took place implementing the (self-)education system was analysed.

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