Subject matter intentionally or inadvertently overlooked by an educator as they regard particular concepts as irrelevant.
Published in Chapter:
The Significance of Collective Self-Directed Learning Competencies for the Sustainability of Higher Education
Jean Henry Blignaut (Research Unit Self-Directed Learning, Faculty of Education, North-West University, South Africa) and Charlene du Toit-Brits (North-West University, South Africa)
Copyright: © 2023
|Pages: 21
DOI: 10.4018/978-1-6684-6172-3.ch014
Abstract
Few scholarly studies have addressed SDL in HE. Competency improvement and curriculum change are important HE learning opportunities. Curricula should emphasize knowledge acquisition, future-oriented evaluation, and global accountability to meet HE's SDGs. Sustainable learning, living, and working must be explored alongside HE for sustainable development. New learning strategies and cultures are needed. It should be sustainable, open-minded, self-directed, and participatory. CSDL is essential for sustained capabilities and HE's growth. HE must promote SDL to engage pupils. This chapter claims that SDL skills are vital for HE's progress. Participatory learning builds these skills, which needs a university-wide approach. Using explicit, null, and hidden curricula creates meaningful learning experiences, linking theory and practice. Self-directed, sustained learning ought to be HE's focus. SDL should replace directed learning in HESD. Lastly, participatory learning might generate independently responsible and accountable thinkers who respect sustainable development.