Self-Directed Learning Among High School Students in Lebanon

Abstract

This thesis examines the readiness for self-directed learning (SDL) among high school students in Lebanon. By focusing on students in grades 10 through 12 across six private high schools, the study investigates individual readiness for SDL and the extent to which educational environments support such learning paradigms. The main finding reveals that students' readiness for SDL is low and significantly influenced by the level of school support provided. This study not only contributes to the academic discourse on SDL but also provides practical insights for implementing educational reforms aimed at enhancing learner autonomy and resilience. Furthermore, it highlights a negative correlation between both age and grade level with SDL readiness, challenging traditional expectations that older and more senior students would naturally be more prepared for SDL. These findings underscore the necessity for targeted educational strategies to foster a supportive environment that enhances SDL readiness at all high school levels.