Self-Directed and Self-Regulated Learning in Professional Development (SDRL-PD): An Integrated Paradigm

In the context of a changing economic landscape, perpetual learning is essential for career advancement. This study introduces an integrated framework termed Self-Directed & Regulated Learning in Professional Development (SDRL-PD), which synthesises the principles of Self-Directed Learning (SDL) with those of Self-Regulated Learning (SRL). While both constructs address ownership and agency in learning, this framework calls for the complementation of SDL’s emphasis on learners’ exercised control over learning trajectory with SRL’s focus on the management of specific tasks to improve learning outcomes. This paper provides a review of the existing literature relating to SDRL-PD, which includes an examination of the processes and the identification of factors that influence SDL and SRL. It proposes a need for a conceptualisation that ties SDL’s macro-level focus on learning trajectory with SRL’s micro-level focus on learning processes. Three directions for future research were highlighted: a deeper examination of existing SDL and SRL models, the integration of learning constructs relating to PD, and the development of validated measurement tools. Such advancements will foster a greater understanding of SDRL-PD, ultimately promoting more effective professional development practices.