Self-Direction and the Ability to Learn Continuously in Relation to Academic Specialization: A Study of Student Experiences at the University of Sfax in Tunisia

This article outlines a research initiative designed to promote students’ engagement in lifelong self-directed learning while exploring the real-world challenges that limit the development of a self-learning culture in higher education. Using an active research approach that brings students and instructors into a shared learning process, the study seeks to strengthen learners’ motivation and preparedness for self-directed learning across diverse academic fields. Grounded in the concept of student experience, the research develops both methodological and practical strategies aligned with its objectives. The project was launched with the initial involvement of instructors from different disciplines and has generated preliminary findings that will inform future efforts to enhance self-directed learning through pedagogical practices and the learning relationship between students and teachers. While project-based artistic disciplines appear particularly well-suited to fostering self-directed learning, the study emphasizes that this approach is not limited to these fields and opens broader perspectives for future research across disciplines.