The role of self-directed learning while supporting NEET-youth: theoretical model based on systematic literature review

Abstract

ABSTRACTSelf-directed learning as a key component of lifelong learning has become increasingly important in a rapidly changing society. SDL competencies support continuous personal development and coping with change. At the same time, there is a significant number of young people in society who do not participate in working life, education or training (NEET-youth) and are characterized by low levels of motivation and skills. Therefore, the question arises how to operationalize the concept of SDL for NEET-youth, and how to measure their SDL competencies. This literature review is based on the analysis of 28 articles. The concept, dimensions, and assessment methods of SDL were analysed. The results were synthesized considering the characteristics of NEET-youth. As a result, a theoretical model was developed that describes the content of SDL considering the characteristics and needs of NEET-youth. Such theoretical modelling is important for developing appropriate assessment and intervention tools for the target group.

Keywords

• Education
• dropouts
• self-directed learning
• NEET-youth