Self‐directed learning—a framework for inclusion ‘In’ and ‘Through’ Education – A systematic review

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AbstractThere is a dearth of knowledge regarding how self‐directed learning and inclusion relate as concepts. In this paper, we explore how self‐directed learning and inclusion are discussed together in the educational literature. With the aim of advancing our conceptual and theoretical understanding in this regard, we present the findings of a systematic review that critically explores the relevant literature on self‐directed learning and inclusion. We included peer‐reviewed texts with an explicit focus on both inclusion and self‐directed learning in any educational phase. There were no restrictions on date of publication or methodology adopted. We searched five databases in July 2023: British Education Index, Education Research Complete, ERIC, International Bibliography of the Social Sciences, Australian Education Index, and Web of Science. We located 19 studies published in the past 15 years—8 studies concerned childhood education settings and 11 studies were written in the context of adult education, with the majority from higher education. We analysed the texts using thematic analysis and key findings were that: (1) self‐directed learning can be used as a framework to promote both inclusion ‘in’ education (as in pedagogical methods and strategies) and ‘through’ education (as in educational products and outcomes); and (2) engaging with self‐directed learning has the potential to further inclusion and social justice aims in education. However, these findings can only be interpreted by taking into consideration the tensions associated with inclusion that were rarely acknowledged in the included studies. Context and implicationsRationale for this study: To date there is limited literature on how self‐directed learning and inclusion relate to each other.Why the new findings matter: Our findings suggest that the connections between self‐directed learning and inclusion are not unproblematic, which reflects the complexities of inclusion.Implications for teachers and researchers: Key insights gained through this process include that (1) self‐directed learning can be used as a framework to promote both inclusion ‘in’ education (as in pedagogical methods and strategies) and ‘through’ education (as in educational products and outcomes); and (2) engaging with self‐directed learning has the potential to further inclusion and social justice aims in education. However, it is essential to consider that the majority of studies reviewed in this present work were small‐scale and cross‐sectional in nature. Therefore, this field remains an important open door for further research.