SELF-DIRECTED LEARNING IN CONTEMPORARY EDUCATION: CHARACTERISTICS, ADVANTAGES, AND CHALLENGES IN LIGHT OF INSTRUCTIONAL DESIGN AND DIGITAL TECHNOLOGIES

Abstract

This article analyzes self-paced learning, also known as self-directed learning, highlighting its characteristics, advantages, and disadvantages in the contemporary educational context. Based on authors such as Knowles (1975) and Filatro (2020), as well as studies on instructional design and technology use, the article discusses how learner autonomy has been enhanced by pedagogical practices mediated by virtual environments and digital resources. The research presents a theoretical analysis based on three axes: the conceptualization of self-paced learning, its implications for instructional design, and the role of digital technologies. The results indicate that, although autonomy favors flexibility, personalization, and protagonism, challenges remain related to self-regulation, motivation, and pedagogical monitoring. It is concluded that a balance between autonomy and teacher mediation is essential to maximize the benefits of self-paced learning.