Abstract
BACKGROUND: Self-directed learning (SDL) is widely adopted in nursing education but has limitations in preparing students for professional practice. Self-regulated learning (SRL) provides a complementary approach, emphasizing strategies learners use to manage their own learning.
METHOD: This article reviews the theoretical distinctions and connections between SDL and SRL, focusing on their application in nursing education. Challenges associated with SDL readiness are examined, alongside the potential of SRL to address these issues.
RESULTS: Although SDL emphasizes learner autonomy, SRL focuses on teachable strategies and processes that support cognition, motivation, and behaviors. SRL offers a practical framework to foster academic success and enhance readiness for self-directed learning.
CONCLUSION: Incorporating SRL principles into nursing education can better align teaching practices with student needs, supporting the development of lifelong learning skills and improving readiness for professional challenges.
