Self-Directed Learning and Critical Thinking in Higher Education: A Critical Literature Review

Abstract

This review integrates 41 peer-reviewed sources of literature related to self-directed learning (SDL) and critical thinking (CT) in higher education with a critical analysis of the novelty of each source’s contribution, as well as the theoretical underpinnings, measurement, and empirical evidence of each. The papers were selected by performing a structured search with the search terms SDL and CT in three databases (Google Scholar, Scopus and Web of Science), and filtering for relevance to higher education, as well as for peer-review. To make it relevant to higher education, the search was limited to the past 15 years and to the most cited papers (including seminal papers) and, to make it peer-reviewed, limited to peer-review journals. No pooling of papers took place; papers were synthesized thematically. The review reveals that SDL and CT are consistently conceptualized as interdependent, learnable competencies that are influenced by pedagogical design and social context more than by personal traits, and that instructional strategies like PBL have small to moderate positive effects on the development of CT, with effects of SDL interventions remaining modest and varied across settings. The common limitations are the use of self-report questionnaires (usually the Self-Directed Learning Readiness Scale [SDLRS]), correlational and cross-sectional research designs, poorly formulated definitions of SDL, CT, and self-regulated learning, and samples confined to the North American, European, East Asian, and health-professionals. Most recent publications are based on current frameworks instead of offering new theory; they adapt these to new delivery methods, including: online, blended, and AI assisted learning. In the review, it is concluded that there is a great need to develop further objectivity based CT and realistic SDL practice-based designs, which are validated in the field.