The role of self-directed learning while supporting NEET-youth: theoretical model based on systematic literature review

ABSTRACT

Self-directed learning as a key component of lifelong learning has become increasingly important in a rapidly changing society. SDL competencies support continuous personal development and coping with change. At the same time, there is a significant number of young people in society who do not participate in working life, education or training (NEET-youth) and are characterized by low levels of motivation and skills. Therefore, the question arises how to operationalize the concept of SDL for NEET-youth, and how to measure their SDL competencies. This literature review is based on the analysis of 28 articles. The concept, dimensions, and assessment methods of SDL were analysed. The results were synthesized considering the characteristics of NEET-youth. As a result, a theoretical model was developed that describes the content of SDL considering the characteristics and needs of NEET-youth. Such theoretical modelling is important for developing appropriate assessment and intervention tools for the target group.

KEYWORDS:

• Education
• dropouts
• self-directed learning
• NEET-youth

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Kerli Kõiv

Kerli Kõiv is an educational science PhD student and junior researcher in the Institute of Education at the University of Tartu, Estonia. She is working also as educational innovator in the Development Centre of Võru County. She has worked as service quality manager in NEET-youth support program in Estonia. Her primary research interest is self-directed learning competencies measurement tool and intervention methods for youth in NEET-status. She has MA in educational innovation, MA in social work and social policy and BA in sociology, social work and social policy from University of Tartu.

Katrin Saks

Katrin Saks is an associate professor in the Institute of Education at the University of Tartu, Estonia. Her studies in self-regulation and learning strategies have been published in journals including Computers & Education, Computer Assisted Language Learning, Language Learning Journal, Psychology, and Education Sciences. She has a PhD in education, MA in education, and BA in the English language and literature from University of Tartu and Tallinn University.