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Research in the area of self-directed learning has primarily focused on finding out the characteristics of self-directed learners by observing them. However, less attention is given to the perspectives and beliefs of self-directed learners. Our study aims to present what self-directed learners think and say about self-directed learning. Individual semi-structured interviews were conducted. Interviews were recorded, transcribed, and analyzed using qualitative methods for themes surrounding self-directed learning. Three major themes emerged from the data: (a) definition of self-directed learning, (b) external and internal resources and (c) suggestions that could be made for parents, teachers and communities to raise self-directed individuals. A model is proposed, which can be adopted by institutions and can be expanded with further studies by future researchers.

self-directed, adult education, education policy, qualitative research

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