Self-directed lifelong learning of university English teachers in the information age: An empirical review

Abstract

This review examines the role of self-directed learning (SDL) in the professional development of university English teachers during the information age. The study highlights how SDL empowers teachers to meet evolving educational demands, contrasts SDL with traditional professional development programs, and identifies challenges such as limited institutional and socio-political support and the need for customized professional development solutions. Adopting mixed-methods research approaches is suggested to better assess the impact of SDL. The review highlights the importance of promoting teacher ownership of their professional growth, advocating for SDL as a core component of effective professional development strategies.