Self-Learning as a Transversal Skill : Profile of University Students

Abstract

The central goal of education, particularly within universities, is to develop autonomous learners capable of directing and monitoring their own learning process. From this premise arises the interest in investigating the concept of self-directed learning, which constitutes the main objective of the present study. The research employed a mixed-methods approach: the qualitative component relied on a case study, using semi-structured interviews with six students identified as competent, while the quantitative component employed self-report instruments administered to fifty students. The results are presented through a categorical analysis that connects the theoretical framework derived from the literature review with the practical data obtained from the applied instruments. The study highlights the importance of fostering self-directed learning as a transversal competence essential for personal growth and academic success in higher education.