Development of an Integrative Model of Self-Directed Learning: A Critical Analysis of the Evolution of Components from Andragogy to Contemporary Approaches

The aim of this study is to extract and propose an integrative conceptual model for explaining the components and dimensions of self-directed learning (SDL), one capable of addressing the theoretical shortcomings of prior models and providing a more comprehensive depiction of the cognitive, metacognitive, and social mechanisms of learning. This research employs a critical integrative review methodology. Data were gathered by examining articles and theoretical models related to SDL from reputable international databases, including Scopus, Web of Science, ERIC, and Google Scholar, covering the period from ۱۹۷۱ to ۲۰۲۵. In the analysis phase, common components were first extracted from classic models (Tough, ۱۹۷۱; Knowles, ۱۹۷۵), cognitive-metacognitive models (Garrison, ۱۹۹۷), and constructivist models (Song & Hill, ۲۰۰۷). Subsequently, through comparative analysis and theoretical gap analysis, it was determined that two key components—"problem-solving" and "time management"—have not been systematically addressed in most models, despite their fundamental role in linking cognitive decision-making, learning persistence, and knowledge transfer. Accordingly, this study proposes an integrative, three-dimensional model of SDL comprising: ۱. Executive-cognitive dimension: goal-setting, planning, resource selection, and outcome evaluation; ۲. Metacognitive-analytical dimension: self-management, self-monitoring, problem-solving, and time management; ۳. Personal-social orientation: intrinsic motivation, responsibility, self-efficacy, and peer interaction. Incorporating "problem-solving" and "time management" into existing models establishes a robust framework that connects individual agency, cognitive control, and social interaction.

Keywords:

self-directed learning , self-management , problem-solving , time management , adult education