Psychosocial Outcomes from Self-Directed Learning in Public Education Settings

Abstract

Self-directed learning in different public education settings can produce positive psychosocial outcomes if learners accept their own and others’ right to self-direct their learning regarding what they value in a community that demonstrates team mindfulness. Successful self-directed learning is possible at diverse academic levels and in various public education settings. The evidence is that the author co-founded three such educational initiatives. The author assesses the total works published since 2020 regarding these initiatives using narrative analysis. One result of this investigation is that for these initiatives to succeed online, a participant-trusted facilitator who takes on the role of an authentic leader is necessary. Lacking such a facilitator, participants may achieve positive psychological outcomes, but they will not realize the positive sociological outcomes from a well-functioning group decision-making method based on consensus decision-making available to self-directed learners. Achieving positive sociological outcomes has been found challenging in public educational settings. However, these outcomes are possible when a group has a common self-directed learning goal. Offered are suggestions to achieve positive psychosocial outcomes with self-directed learning in public education.