The Role of the Academic Field in the Relationship between Self-Directed Learning and 21st Century Skills - Research findings and analysis

Oct 15, 2026

This study examines how self-directed learning (SDL) skills relate to 21st century skills and assesses the role of academic field in that relationship. Data were collected from 568 teacher candidates representing different academic fields. Structural equation modeling was used for analysis, and the proposed model was tested separately by field and compared across groups. Results show a positive, statistically significant relationship, with SDL functioning as a strong predictor overall.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Introduction

Research Questions

Literature Review

21st Century Skills

Bulletin of Education and Research August 2020, Vol. 42, No. 2 pp. 33-52 The Role of the Academic Field in the Relationship between Self-Directed Learning and 21st Century Skills Kasim Karatas * and Gulcin Zeybek ** Abstract In this study, the relationship between self-directed learning (SDL) skills and 21st century skills were investigated. In addition, the role of academic field in the relationship between SDL skills and 21st century skills have been investigated. The research data were collected from a total of 568 teacher candidates with various academic fields. The analysis of the data was carried out using structural equation modeling. In addition, the established model was tested separately for each academic field and the groups were compared. According to the findings, there is a positive and statistically significant relationship between SDL skills and 21st century skills. Moreover, SDL skills are a strong predictor of 21st century skills. According to the group comparisons, SDL skills of students in the special ability academic field do not predict 21st century skills. However, SDL skills of students in other academic fields strongly predict 21st century skills. As a result, it can be said that as the SDL skills increase on the basis of the academic field of individuals, 21st century skills will increase too. Keywords: 21st century skills, self-directed learning skills, teacher education, regression, structural equation modeling Introduction *Assist. Prof. Dr. , Karamanoğlu Mehmetbey University, Faculty of Education, Karaman, Turkey. [Email: kasim.karatas@hotmail.com](Email: kasim.karatas@hotmail.com) **Assist. Prof. Dr., Karamanoğlu Mehmetbey University, Faculty of Education, KaramanTurkey. [Email: gulcinzeybek@kmu.edu.tr](Email: gulcinzeybek@kmu.edu.tr) Individuals have different academic and affective skills due to hereditary and environmental characteristics. In this context, it is necessary for individuals to gain the competences of their age in line with their abilities. As a matter of fact, the information age offers opportunity for individuals to develop their talents and potentials with technology-supported information and thus lifelong learning. Therefore, individuals need to be prepared for the future not only with good academic achievements but also by acquiring some skills they will need in the future (EnGauge 21st Century Skills, 2003) . The 21st century seems to be quite different from the 20th century in terms of knowledge and skills people need for work, citizenship and self-realization. In this sense, education systems are expected to transform students' learning processes inside and outside the school and to acquire 21st century skills for work, citizenship and a satisfying lifestyle (Dede, 2007) . On the other hand, the development of science and technology in our age causes an increase in the amount of information, and this situation creates the need for individuals to update their knowledge continuously. In this sense, individuals need to improve their knowledge and skills not only with the knowledge and skills they have acquired in educational institutions, but also by continuing their learning processes outside the educational institutions. This situation requires individuals to have self directed learning (SDL) skills. Because self-directed learners have the responsibility of planning, initiating and evaluating their own learning processes (Wilcox, 1996). Therefore, it is thought that individuals with SDL will gain the necessary knowledge and skills by being aware of their learning needs and have the potential to acquire 21st century skills. The positive effects of the characteristics of SDL are emphasized by many researchers (Schunk, 1981; Brockett & Hiemstra, 1991; Morrow et al., 1993; Temple & Rodero, 1995; Agran et al., 2000; Azevedo & Cromley, 2004; Bolhuis & Voeten, 2004; Roberson & Merriam, 2005; Song & Hill, 2007; Barnark-Brak et al., 2010; Fox, 2011; Murray, 2015;

FAQs

What is the main purpose of the study?

The study investigates the relationship between self-directed learning (SDL) skills and 21st century skills, and how academic field shapes that relationship.

How were the research data collected and analyzed?

Data were collected from 568 teacher candidates with various academic fields. Structural equation modeling was used, and the model was tested separately for each field and then compared.

What do the findings indicate about SDL and 21st century skills?

SDL skills show a positive and statistically significant relationship with 21st century skills, and SDL skills strongly predict 21st century skills in most fields.

Does the relationship differ across academic fields?

Yes. SDL skills of students in the special ability academic field do not predict 21st century skills, while SDL skills in other academic fields strongly predict them.

Oct 15, 2026

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