Abstract
Self-Directed Learning (SDL) has emerged as a pivotal factor in determining academic success and engagement in the modern era. This research explored the role of SDL aptitude within a selected Chinese university, analyzing its relationship with student engagement and academic performance. Employing a mixed-methods approach, the study found a significant positive correlation between SDL aptitude and both academic outcomes and engagement levels. Furthermore, qualitative findings emphasized the influence of cultural contexts, particularly Confucian learning traditions, in shaping SDL practices. While the results advocate for the enhancement of SDL-oriented environments in higher education, the study's focus on a singular institution underlines the need for caution in broader application. The insights herein provide a foundation for understanding the intricacies of SDL in specific cultural and educational settings.
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