Resumo

PINEDO PAZ, Mónica Aracelli; PAUCAR VERA, Yudy Paulina; VERA ZAMBRANO, Jorge Froilan  e  GONZALEZ GONZALEZ, Raquel Mercedes. Self-directed learning in elementary school students: challenges and opportunities. Tribunal [online]. 2025, vol.5, n.12, pp.400-417.  Epub 01-Jul-2025. ISSN 2959-6513.  https://doi.org/10.59659/revistatribunal.v5i12.214.

Self-directed learning has established itself as an essential competency in basic education due to its fundamental role in the development of life skills and lifelong learning. The objective of this study is to analyze, based on scientific evidence, the pedagogical approaches and conditions that foster or limit self-directed learning at this educational level. This is a systematic review with a qualitative approach, following PRISMA 2020 guidelines. A search was conducted in databases such as Scopus, Web of Science, EBSCOHOST, Scielo, and ProQuest, resulting in a sample of 25 publications from 2019 to 2024. The results reveal diverse strategies and approaches used to foster self-directed learning in secondary school students, reflecting both progress and challenges in their implementation. In conclusion, self-directed learning is confirmed as an essential component of secondary education, fundamental to preparing students to face the challenges of a constantly changing world.

Palavras-chave : Learning; Self-directed; Self-regulation; Education; Metacognition; Digital Resources.

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