Towards a transformative and holistic continuing self-directed learning theory

  • C. Du Toit-Brits North-West University


This article encompasses the theoretical motivation for a proposed self-directed learning (SDL) theory by means of a literature review of SDL and the presentation of the anticipated theory/model.    Over the previous decades, SDL has been an active area of inquiry in adult education and learning. There were several efforts to construct models/theories for helping elucidate the notion and foundations of SDL. Models are fluid because of subsequent research and enhanced understanding and in principle, a model should develop over time grounded on ongoing research.  Therefore, for this paper‘s purpose the author will present another conceptual model and description/definition of SDL to bring to the fore the intricacy of SDL, based on my enhanced understanding.  This model proposes yet another understanding of SDL.


Key words for index purposes: control, learning, learners, learning environment, teachers, self-directed learning, self-directedness.  

Author Biography

C. Du Toit-Brits, North-West University

Prof C Du Toit-Brits

Associate Professor

Dept of Curriculum Studies, Philosophy and Research

North-West University

Potchefstroom Campus



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How to Cite
Du Toit-Brits, C. 2020. “Towards a Transformative and Holistic Continuing Self-Directed Learning Theory”. South African Journal of Higher Education 32 (4), 51-65.
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