Assessing the ability of self-directed learning as a prerequisite for active aging among middle-aged and older adult learners: cross-sectional study

Abstract

ABSTRACT This study provides insights into the self-directed learning (SDL) abilities of middle-aged and older adult learners engaged in senior adult education. The study aims to explore both the levels of SDL abilities and the factors associated with these abilities. Additionally, this study delves into the demographic variations in SDL abilities, considering factors such as gender, age, and educational attainment. While active aging encourages middle-aged and older individuals’ engagement in social, physical, and intellectual activities, existing SDL scales mainly focus on healthcare, neglecting the learning needs of middle-aged and older adult learners in fostering active aging. A cross-sectional study approach was adopted. A purposive sample of 866 middle-aged and older adult learners (80.4% female) enrolled in senior learning centers. The data collected from the participants revealed an average SRSSDL score of 3.36 out of 5, indicating a moderate to high level of SDL proficiency. Furthermore, the results indicate significant differences between age groups and educational attainment levels. The study can help educators identify middle-aged and older adult learners enrolled in senior learning centers who lack SDL ability and design tailor-made educational interventions to promote self‐learning management and/or enable active aging.