Navigating the Digital Shift: Self-Directed Learning Skills Among EFL University Students in Uzbekistan
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Mamadaliyeva Nargiza Abdurasulovna
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The growing integration of digital technologies into higher education has fundamentally reshaped the conditions under which students acquire knowledge. Despite widespread recognition of the importance of learner autonomy, relatively little empirical attention has been paid to how students in digitally transitioning contexts develop the metacognitive and organizational capacities that underpin self-directed learning (SDL). This paper examines the conceptual foundations of SDL, traces its historical development from classical educational thought to contemporary digital pedagogy, and situates these frameworks within the specific context of English as a Foreign Language (EFL) instruction at technical universities in Uzbekistan. Drawing on a synthesis of international SDL theory — including Knowles's andragogy model, Garrison's multidimensional framework, and contemporary digital autonomy perspectives — alongside Uzbek scholarly contributions, the article argues that SDL in digitized learning environments constitutes a distinct competency cluster that encompasses metacognitive regulation, digital tool appropriation, and self-organizational agency. The paper further identifies key contradictions in current pedagogical practice and proposes a conceptual model for developing SDL skills among EFL students within digitalized educational settings. Implications for curriculum design, teacher roles, and institutional policies are discussed.
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Authors
Mamadaliyeva Nargiza Abdurasulovna
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References:
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