Management of Students’ Self-Directed Learning in Credit-Based Higher Education: from Traditional Approaches to Digital Transformation Requirements

Student self-directed learning has become a central component of credit-based higher education, particularly in the context of digital transformation. While many universities have shifted from year-based curricula to credit-based systems, the management of students’ self-learning activities remains largely grounded in traditional administrative and instructional approaches. This paper examines the management of students’ self-directed learning in credit-based higher education, highlighting the transition from conventional management models toward digitally enabled and data-driven approaches. Drawing on theoretical synthesis and analysis of current practices, the study contrasts traditional and digital management paradigms and proposes integrated managerial implications aligned with digital transformation. The findings suggest that effective management of self-directed learning requires a shift from control-oriented administration to learner-centered, technology-supported, and data-informed management models, thereby enhancing educational quality and supporting lifelong learning in higher education.