Managing Students' Self-Study Activities in Credit-Based Training: an Approach from the Perspective of Ensuring Quality in Higher Education

In the context of credit-based higher education, students’ self-directed learning has become a central determinant of training quality and learning effectiveness. However, the transition from traditional teacher-centered models to learner-centered credit-based systems poses significant challenges for universities, particularly in managing students’ self-study activities in a systematic and sustainable manner. This paper examines the management of students’ self-directed learning from a quality assurance perspective in higher education. Using theoretical analysis and institutional practice review, the study clarifies the conceptual foundations, managerial content, organizational mechanisms, and operational practices of self-directed learning management within credit-based training systems. The findings reveal that while higher education institutions have made notable progress in establishing regulatory frameworks, academic advising systems, learning resources, and assessment mechanisms, persistent limitations remain in institutional coordination, pedagogical innovation, and student adaptability. Based on these findings, the paper proposes a comprehensive set of management solutions focusing on transforming stakeholder awareness, strengthening academic advising, innovating teaching and assessment practices, enhancing learning resources, and ensuring integrated institutional governance. The study contributes practical implications for universities seeking to improve the effectiveness of self-directed learning management and enhance educational quality in credit-based higher education.