Date of Degree
5-2025
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Program
Education
Advisor
Sandra L. Guzman-Foster
Advisor
Ann D. David
Advisor
Maria E. Marquise
Abstract
This research focused on how educators support students’ transition toward self-directed learning (SDL) by facilitating a learning environment that promotes increased student responsibility and independence. In this study, a basic interpretative qualitative approach was employed to explore educators’ perceptions and practices of SDL in graduate education, guided by Grow’s (1991) staged-self-directed learning model to better understand educators’ experiences and approaches of SDL. The participants of this study consisted of 11 educators from various graduate education institutions in South Texas, United States, who teach master's and/or doctoral-level courses in the field of social sciences. Data for this study were collected through semi-structured interviews and documents. The data analysis for the interview data involved a thematic analysis using both deductive and inductive analytical approaches. Document analysis was conducted using a directed content analysis approach. The data from the documents were used to compare and assess the extent to which they supported the findings from thematic analysis of the interview data. The findings from this research revealed that educators perceive SDL in graduate education as a vital, multifaceted approach where students actively participate in their learning journeys, take responsibility and control. Educators viewed SDL not merely as a skill for academic success but as a foundational element of lifelong learning, preparing students for continuous, independent learning across various contexts. They considered their role evolving from traditional instructors to facilitators, guiding students while promoting SDL. To implement SDL, educators adopted student-centered and active learning approaches that foster student independence and responsibility within flexible, personalized environments. Educators acknowledged that effective SDL implementation requires adapting instructional strategies to meet students' varying needs and SDL readiness, supporting them in taking ownership of their learning journeys. The findings of this research have broader implications for graduate education as they highlight the effectiveness and increasing adoption of student-centered methodologies designed to foster SDL. The findings of this research suggest that educators, irrespective of their teaching expertise, content area, or instructional format, are increasingly prioritizing SDL principles, including student ownership of learning, flexibility, and a redefined educator role as a guide and facilitator. However, successful integration of SDL within graduate education requires it to be a consistent component across the entire curriculum rather than isolated within individual courses. Future research should explore the long-term impacts of SDL, consistency within programs, and the effects of educator training on SDL facilitation.
Recommended Citation
Sieczynska, Alicja, "Exploring Educators’ Perceptions and Practices of Self-Directed Learning in Graduate Education: A Basic Interpretive Qualitative Study" (2025). Theses & Dissertations. 470.
https://athenaeum.uiw.edu/uiw_etds/470