Self-directed learning in a perspective of transformative learning theory

Ausra Kolbergyte, Valdonė Indrasiene, Raminta Bardauskiene

Research output: Contribution to journalArticle


The article analyzes transformative learning as a purposeful and voluntary effort made by the person to educate himself in order to achieve essential changes that transform his personality without the influence of andragogues. It examines features of self-directed learning in the context of transformative learning. The goal of the research is to reveal the phenomenon of self-directed learning in the context of transformative learning. The article presents a diversity of theoretical approaches and researches on transformative learning in foreign countries and Lithuania. The resarch established that transformative learning the purpose of which is to stimulate man’s self-realization in his personal and social life is linked to the awareness or development of critical consciousness, cognitive change oriented to the development of autonomous and responsible thinking that is achieved through the construction of new meanings and the creation of other inner senses about the changing world. Selfdirected learning as a conscious process is an essential method of personality improvement, conscious, purposeful and organized activity of the individual in order to achieve goals set by himself, selected acceptable modes of self-directed learning the purpose of which the aspiration for harmony of all inner powers of the man. The essence of self-directed learning in the context of transformative learning is revealed through the development and perfection of the consciousness of personality, aspiration for inward liberty at individual and social levels.
Original languageEnglish
Pages (from-to) 649-658
JournalJournal of educational review
Issue number4
Publication statusPublished - 2014



  • Self-directed learning
  • Transformative learning
  • Andragogy

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