Self-Directed Learning Toward Outcome-Based Education (OBE): An Approach to Teaching Pedagogy
Article Sidebar
-
Self-Directed Learning (SDL), Outcome-Based Education (OBE), teaching pedagogy
Abstract
Modern educational transformation demands a paradigm shift from conventional teaching to more dynamic approaches, where self-directed learning (SDL) and outcome-based education (OBE) serve as crucial elements in fostering student independence and ensuring measurable competency. This study aims to analyze the integration of SDL and OBE as a pedagogical teaching approach. A descriptive quantitative research design was employed, utilizing a purposive sampling technique to select 25 respondents. The results indicate that assessing learning readiness focuses on student-centered outcomes to define OBE expectations, while setting learning goals provides students with independent opportunities, feedback mechanisms, and decision-making skill development. Furthermore, engagement in the learning process emphasizes the interconnection between SDL approaches and instructional goals. Monitoring and evaluation provide a well-articulated roadmap for teaching and learning experiences, while reflection fosters adaptability and lifelong learning approaches necessary for quality education. Structurally, the OBE approach empowers students through personal goal setting, time management, and accountability. In conclusion, the synergy between SDL and OBE effectively empowers students as the center of learning, ensuring the acquisition of intended learning outcomes through a transparent and structured pedagogical framework.
Full text article
References
Aladini, A., Ismail, S. M., Ahmad Saleem Khasawneh, M., & Shakibaei, G. (2025). Self-directed writing development across computer/AI-based tasks: Unraveling the traces on L2 writing outcomes, growth mindfulness, and grammatical knowledge. Computers in Human Behavior Reports, 17, 100566. https://doi.org/10.1016/j.chbr.2024.100566
Arnold, J. (2022). Prioritising students in Assessment for Learning: A scoping review of research on students’ classroom experience. Review of Education, 10(3), e3366. https://doi.org/10.1002/rev3.3366
Bitar, N., & Davidovich, N. (2024). Transforming Pedagogy: The Digital Revolution in Higher Education. Education Sciences, 14(8), 811. https://doi.org/10.3390/educsci14080811
Chowdhury, S., & Alzarrad, A. (2025). Advancing Community-Based Education: Strategies, Challenges, and Future Directions for Scaling Impact in Higher Education. Trends in Higher Education, 4(2), 21. https://doi.org/10.3390/higheredu4020021
Didisyahrir, D., Firman, & Desyandri. (2023). The Effectiveness of Media Technology Assisted Webbed Thematic Learning Model on Learning Outcomes in Social Studies, Healthy Food Theme of Students in Class V. Journal Of Digital Learning And Distance Education, 2(1), 423–432. https://doi.org/10.56778/jdlde.v2i1.70
Edwin, & Susanta, V. A. (2025). Outcome-Based Education in the 21st Century: Innovations, Implementation and Impact. Advances in Psychological Sciences and Applications, 1(02), 48–72. https://doi.org/10.56741/apsa.v1i02.1105
Fuchs, A., Radkowitsch, A., & Sommerhoff, D. (2025). Using learning progress monitoring to promote academic performance? A meta-analysis of the effectiveness. Educational Research Review, 46, 100648. https://doi.org/10.1016/j.edurev.2024.100648
Geng, S., Law, K. M. Y., & Niu, B. (2019). Investigating self-directed learning and technology readiness in blending learning environment. International Journal of Educational Technology in Higher Education, 16(1), 17. https://doi.org/10.1186/s41239-019-0147-0
Grannäs, J., Frelin, A., & Östlin, T. (2026). Unpacking flexibility in innovative learning environments—Teachers’ experiences in practice. Educational Studies, 52(1), 76–92. https://doi.org/10.1080/03055698.2024.2448781
Hong, L. (2025). Development and validation of a competency-based ladder pathway for AI literacy enhancement among higher vocational students. Scientific Reports, 15(1), 29898. https://doi.org/10.1038/s41598-025-15202-6
Hua, M., Wang, L., & Li, J. (2024). The impact of self-directed learning experience and course experience on learning satisfaction of university students in blended learning environments: The mediating role of deep and surface learning approach. Frontiers in Psychology, 14, 1278827. https://doi.org/10.3389/fpsyg.2023.1278827
Kim, S., Raza, M., & Seidman, E. (2019). Improving 21st-century teaching skills: The key to effective 21st-century learners. Research in Comparative and International Education, 14(1), 99–117. https://doi.org/10.1177/1745499919829214
McCarthy, A. M., Maor, D., McConney, A., & Cavanaugh, C. (2023). Digital transformation in education: Critical components for leaders of system change. Social Sciences & Humanities Open, 8(1), 100479. https://doi.org/10.1016/j.ssaho.2023.100479
Miranda, Yeni Erita, & Rena Elia. (2023). ICT (Instruction Computer Technology) Based PKN and IPS Learning Designs in Elementary Schools. Journal Of Digital Learning And Distance Education, 1(12), 361–369. https://doi.org/10.56778/jdlde.v1i12.74
Morris, T. H., Koutsouris, G., Stentiford, L., & Bremner, N. (2025). Self‐directed learning—A framework for inclusion ‘In’ and ‘Through’ Education – A systematic review. Review of Education, 13(1), e70028. https://doi.org/10.1002/rev3.70028
Panakaje, N., Ur Rahiman, H., Parvin, S. M. R., P, S., K, M., Yatheen, & Irfana, S. (2024). Revolutionizing pedagogy: Navigating the integration of technology in higher education for teacher learning and performance enhancement. Cogent Education, 11(1), 2308430. https://doi.org/10.1080/2331186X.2024.2308430
Ponomariovienė, J., Jakavonytė-Staškuvienė, D., & Torterat, F. (2025). Implementing Competency-Based Education Through the Personalized Monitoring of Primary Students’ Progress and Assessment. Education Sciences, 15(2), 252. https://doi.org/10.3390/educsci15020252
Rincon-Flores, E. G., Castano, L., Guerrero Solis, S. L., Olmos Lopez, O., Rodríguez Hernández, C. F., Castillo Lara, L. A., & Aldape Valdés, L. P. (2024). Improving the learning-teaching process through adaptive learning strategy. Smart Learning Environments, 11(1), 27. https://doi.org/10.1186/s40561-024-00314-9
Shalini Roy, S., & Gandhimathi, S. N. S. (2025). Self-directed learning for optimizing sustainable language learning via mobile assisted language learning: A systematic review. Frontiers in Education, 9, 1463721. https://doi.org/10.3389/feduc.2024.1463721
Wong, J., Khalil, M., Baars, M., De Koning, B. B., & Paas, F. (2019). Exploring sequences of learner activities in relation to self-regulated learning in a massive open online course. Computers & Education, 140, 103595. https://doi.org/10.1016/j.compedu.2019.103595
Authors
Copyright (c) 2026 JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION
This work is licensed under a Creative Commons Attribution 4.0 International License.
<a rel="license" href="http://creativecommons.org/licenses/by/4.0/"><img alt="Creative Commons License" style="border-width:0" src="https://i.creativecommons.org/l/by/4.0/88x31.png" /></a><br />This work is licensed under a <a rel="license" href="http://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution 4.0 International License</a>.