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Enhancing Self-Directed Learning in Higher Education Through Intentional Education Practice Theory

Enhancing Self-Directed Learning in Higher Education Through Intentional Education Practice Theory

Abeni El-Amin
Copyright: © 2023 |Pages: 15
ISBN13: 9781668467725|ISBN10: 1668467720|ISBN13 Softcover: 9781668467763|EISBN13: 9781668467732
DOI: 10.4018/978-1-6684-6772-5.ch001
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MLA

El-Amin, Abeni. "Enhancing Self-Directed Learning in Higher Education Through Intentional Education Practice Theory." Advancing Self-Directed Learning in Higher Education, edited by Dumsani Wilfred Mncube and Mncedisi Christian Maphalala, IGI Global, 2023, pp. 1-15. https://doi.org/10.4018/978-1-6684-6772-5.ch001

APA

El-Amin, A. (2023). Enhancing Self-Directed Learning in Higher Education Through Intentional Education Practice Theory. In D. Mncube & M. Maphalala (Eds.), Advancing Self-Directed Learning in Higher Education (pp. 1-15). IGI Global. https://doi.org/10.4018/978-1-6684-6772-5.ch001

Chicago

El-Amin, Abeni. "Enhancing Self-Directed Learning in Higher Education Through Intentional Education Practice Theory." In Advancing Self-Directed Learning in Higher Education, edited by Dumsani Wilfred Mncube and Mncedisi Christian Maphalala, 1-15. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-6772-5.ch001

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Abstract

Like most disciplines, higher education (HE) and adult and community education (ACE) must adapt to current challenges. In doing so, HE and ACE practitioners and proponents must develop new strategies, theories, initiatives, and programs that elevate liberal, behaviorist, progressive, humanistic, radical adult educational philosophies. Further, outcome-based metrics strengthen strategic development and programming to measure the extent of change in instruction. As a result, new strategies must address extant issues, provide instructors and stakeholders with pertinent information to advance solutions, and build on strengths and opportunities. Likewise, instructors must demonstrate adaptability by working with adult learners in consideration of cultural context, learning styles, and preferences. Instructors must intentionally develop requisite skills, knowledge, perspectives of students to self-reflect, dialogue, and act based on classroom experiences.

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