SELF-DIRECTED LEARNING AND INSTRUCTIONAL DESIGN: PATHS AND POSSIBILITIES

Abstract

This study investigated the relevance of self-directed learning and its interaction with Instructional Design, exploring the advantages and disadvantages of these educational approaches. Both are recognized as fundamental for reshaping the learning process, offering adaptive responses to emerging educational needs, regardless of external circumstances. Self-directed learning, when supported by instructional design, provides a framework that allows students to take greater control over their education, promoting self-determination and self-efficacy. Theoretically, this study was conducted through a Literature Review, which selected and analyzed relevant academic contributions to synthesize knowledge about integrating self-directed learning with instructional design. Self-directed learning, enriched by Instructional Design, is essential for knowledge construction in the current educational landscape. Instructional Design provides the necessary mechanisms to facilitate skill acquisition, while self-directed learning promotes individual responsibility and self-organization. Despite challenges such as the need for greater self-discipline and potential lack of face-to-face interaction, the possibilities offered by these approaches are significant, underscoring the importance of Instructional Design in creating effective and meaningful learning experiences.