Self-learning in the digital age: insights from high SES primary school students in Türkiye and Azerbaijan

Abstract

ABSTRACT This study examines the self-learning sources and practices of 10–11-year-old primary school students from high socioeconomic backgrounds in Türkiye and Azerbaijan. Through semi-structured interviews with students and parents (n = 26), the research explores self-learning diversification and strategies in the digital age. Findings reveal that self-learning experiences do not differ significantly between the two countries. Both digital and physical resources are integral to students’ learning efforts. While there is a shift from print materials towards the internet, family and peers maintain their traditional significance, providing crucial support for students’ self-learning processes. Emotions play a key role in navigating the self-learning journey, where challenges such as managing the abundance of online information and avoiding inappropriate content persist. Family dynamics exhibit a spectrum of support, including both direct interaction and digital engagement. The research highlights the crucial roles of self-regulation, digital resources, and familial and peer support in fostering learning achievement among these students.