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Self-Directedness for Sustainable Learning in University Studies: Lithuanian Students’ Perspective

Author

Listed:
  • Nijolė Burkšaitienė

    (Department of Translation Studies, Faculty of Philology, Vilnius University, 01513 Vilnius, Lithuania)

  • Robert Lesčinskij

    (Department of Foreign Languages, Faculty of Creative Industries, Vilnius Gediminas Technical University, 10223 Vilnius, Lithuania)

  • Jelena Suchanova

    (Department of Foreign Languages, Faculty of Creative Industries, Vilnius Gediminas Technical University, 10223 Vilnius, Lithuania)

  • Jolita Šliogerienė

    (Department of Foreign Languages, Faculty of Creative Industries, Vilnius Gediminas Technical University, 10223 Vilnius, Lithuania)

Abstract

The paper analyzes Lithuanian students’ preparedness for sustainable learning from the perspective of self-directedness. The data for the study were collected using a questionnaire that explored students’ perceptions in line with ten indicators of self-directed learning. The research sample ( n = 309) was composed of the third and fourth year undergraduates accomplishing their degrees in various areas of studies. The data analysis revealed how students perceive their readiness for sustainable learning. Goal setting, technical readiness, time management, procrastination management, exam preparation and stress management indicators were analysed in detail in order to determine which variables had the most significant impact on these indicators. The study revealed that the students are only partially prepared for sustainable learning at the university. Even though they have the necessary digital competencies that allow for effective involvement in the learning process, the data revealed that they are prone to procrastination. The results also showed that the students perceived themselves to be the least competent in stress management and procrastination management.

Suggested Citation

  • Nijolė Burkšaitienė & Robert Lesčinskij & Jelena Suchanova & Jolita Šliogerienė, 2021. "Self-Directedness for Sustainable Learning in University Studies: Lithuanian Students’ Perspective," Sustainability, MDPI, vol. 13(16), pages 1-15, August.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:16:p:9467-:d:620066
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    References listed on IDEAS

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    1. Gisela Cebrián & Mercè Junyent, 2015. "Competencies in Education for Sustainable Development: Exploring the Student Teachers’ Views," Sustainability, MDPI, vol. 7(3), pages 1-19, March.
    2. Gisela Cebrián & Mercè Junyent & Ingrid Mulà, 2020. "Competencies in Education for Sustainable Development: Emerging Teaching and Research Developments," Sustainability, MDPI, vol. 12(2), pages 1-9, January.
    3. Joanna Blake & Stephen Sterling & Ivor Goodson, 2013. "Transformative Learning for a Sustainable Future: An Exploration of Pedagogies for Change at an Alternative College," Sustainability, MDPI, vol. 5(12), pages 1-26, December.
    4. Aucejo, Esteban M. & French, Jacob & Ugalde Araya, Maria Paola & Zafar, Basit, 2020. "The impact of COVID-19 on student experiences and expectations: Evidence from a survey," Journal of Public Economics, Elsevier, vol. 191(C).
    5. Tina Lynn Evans, 2019. "Competencies and Pedagogies for Sustainability Education: A Roadmap for Sustainability Studies Program Development in Colleges and Universities," Sustainability, MDPI, vol. 11(19), pages 1-36, October.
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    1. Gemma Tejedor & Fermín Sánchez-Carracedo & Jordi Segalàs, 2022. "Education for Sustainable Development in Higher Education-Introduction to a Special Issue," Sustainability, MDPI, vol. 14(17), pages 1-6, August.

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