Research On Self-Directed Learning Of The Retired Faculties

In the age of lifelong learning,self-directed learning becomes more and more important.The current research on self-directed learning of the elderly has not paid attention to the group of the retired faculties.Therefore,from the perspective of self-directed learning,this study focuses on the core issue of “how do the retired faculties conduct self-directed learning” through narrative inquiry of 8 retired faculties,and systematically analyzes the occurrence and influencing factors from the three dimensions of learning readiness,process and context.The main findings of this study are as follows:The self-directed learning readiness of the retired faculties is shaped by their lifetime,including personality characteristics,learning ability and motivation.Among them,personality characteristics are shown in three aspects: sense of responsibility,self-confidence and self-discipline;learning ability includes experience application,resource link,creative thinking and critical awareness;learning motivation mainly includes learning for health,learning for participation,and learning for “Tao”,which are intertwined with each other in reality,essentially reflecting the pursuit of “sense of being” by the retired faculties.The process of self-directed learning of the retired faculties includes five nonlinear stages: germination,incubation,implementation,lucidity and reflection.Specifically,germination stage includes three types of external incentives,internal incentives,and synergy of internal and external incentives;brewing involves three parts: situational awareness,goal framing,and strategic planning;incubation stage includes interaction with self,interpersonal,and environment;lucidity stage refers to the output of tangible or intangible self-directed learning outcomes through system integration;the reflection stage is nested in the whole process of self-directed learning by the retired faculties,including reflection on the learning process and learning outcomes.The self-directed learning of the retired faculties is affected by a variety of contexts.The influencing factors can be divided into three levels: micro system,meso system and macro system.Among them,the micro system includes the accumulation of cultural capital and the shaping of life stages;the meso system includes three factors: phylogentic,geopolitical and professional ties;the macro system involves two aspects: historical imprint and social environment.The above three system levels that affect self-directed learning interact under the sequential system,and influence the occurrence and development of self-directed learning by the retired faculties through longitudinal accumulation and lateral connection.Based on the above findings,this study tries to propose a conceptual model of self-directed learning for the retired faculties,coupling self-directed learning contexts,readiness and process by incorporating temporality.This study also tries to consider the continuity and discontinuity of self-directed learning for them after retirement,and the similarities and differences in self-directed learning between them and other older adults,while reflecting on how to empower them.