From Self-Regulated Learning to Self-Directed Learning: A Developmental Shift Toward Learner Competence in the Digital Age

Abstract: In the context of digital transformation and the development of intelligent learning ecosystems, the role of learners is shifting from passive knowledge acquisition to active knowledge construction and the shaping of their personal learning paths. Although self-regulated learning (SRL) and self-directed learning (SDL) are both considered foundations of lifelong learning, the relationship between these two concepts remains unclear in educational practice. This paper analyzes the dialectical relationship between SRL and SDL to propose a theoretical framework for the shift towards developing learners' competencies. Through a synthesis of existing theoretical approaches, the study clarifies the functional hierarchy between the two concepts: SRL is seen as a process-level construct that supports learners in controlling the performance of specific learning tasks; Meanwhile, SDL is approached as a competency-level construct, linked to the level of autonomy, decision-making ability, and long-term learning strategy planning. Analysis shows that, in the digital age, these two concepts exist in a complementary and unified relationship, emphasizing the role of self-learning ability as a crucial factor not only for learning effectiveness but also for the sustainable adaptability of learners.