The theoretical evolution of self-direction in learning


Abstract

The complexity of the times we live leads us to develop autonomy, potential, skills and competences to continually build our identity, knowledge and relationships, to reach the highest level of meta-competence; therefore the deep knowledge of the processes of introspection and relative reaction. In this scenario and thanks to studies on lifelong learning, it is important to understand the construct of self-direction, so that the teaching process is congruent with the design and implementation of educational paths. This article, starting from the literature on self-direction in learning, aims to show its evolution, identifying its positive effects in the scholastic context.