Self-directed Learning Research Articles

From Classroom to Screen: Examining Academic Achievement in Indonesian Students’ Transition to Online Learning in Pre- and Post-Pandemic

The COVID-19 pandemic posed an unprecedented challenge to the education system, requiring rapid adaptation to online learning. This study investigates how sustainable educational innovations facilitated this transition and supported student learning outcomes. The academic performance of 321 Indonesian university students from various fields was analyzed in online and offline learning environments. Findings revealed a notable improvement in GPA scores of 2.75 or lower in online settings compared to offline learning, while no significant differences were observed for higher GPA ranges. Students reported that online learning was more understandable, offered readily available multimodal resources, and provided additional learning time. Additionally, they felt that online learning enhanced academic success and promoted self-directed learning. This study highlights the critical role of online tools in sustaining academic continuity and addressing global educational challenges by offering adaptable educational frameworks. These insights can guide policymakers and educators in leveraging digital innovations to ensure uninterrupted learning experiences and ensuring academic continuity.

Improving capacity for advanced training in obstetric surgery: evaluation of a blended learning approach

BackgroundSignificant differences in outcomes for mothers and babies following obstetric surgical interventions between low- and middle-income countries and high-income settings have demonstrated a need for improvements in quality of care and training of obstetric surgical and anaesthetic providers. To address this, a five-day face-to-face training intervention was developed. When roll-out was disrupted by the COVID-19 pandemic, the course was redesigned for delivery by blended learning.MethodsThis 3-part blended-learning course (part-1: 15 h self-directed online learning, part-2: 13 h facilitated contemporaneous virtual workshops and part-3: 10 h face-to-face delivery), was conducted in Kenya. We assessed the completion rate of part-1 (21 assignments), participation rate in parts 2 and 3, participant satisfaction and change in knowledge and skills. Additionally, we compared the cost of the blended delivery to the 5-day face-to-face delivery, in GB pounds.ResultsSixty-five doctors participated in part 1, with 53 completing at least 90% of the assignments. Sixty doctors participated in part 2, and 53 participated in part 3. All participants who completed an evaluation reported (n = 53) that the training was relevant, useful and would lead to changes in their clinical practice. Mean (SD) knowledge score improved from 64% (7%) to 80% (8%) and practical skills from 44% (14%) to 87% (7%). The blended course achieved a cost-saving of £204 per participant compared to the 5-day face-to-face delivery approach.ConclusionWe have demonstrated that a blended learning approach to clinical training in a low-resource setting is feasible, acceptable and cost effective. More studies are required to investigate the effectiveness of this approach on health outcomes.

Preparing physiotherapists for the future: the development and evaluation of an innovative curriculum

BackgroundEducational innovation in health professional education is needed to keep up with rapidly changing healthcare systems and societal needs. This study evaluates the implementation of PACE, an innovative curriculum designed by the physiotherapy department of the HAN University of Applied Sciences in The Netherlands. The PACE concept features an integrated approach to learning and assessment based on pre-set learning outcomes, personalized learning goals, flexible learning routes, and programmatic assessment. PACE distinguishes itself from traditional education because of the flexible learning routes, vertical organization in learning communities, absence of pre-defined learning activities and class schedules, and a culture of continuous learning and development. PACE is based on three guiding principles: 1) flexible and varied, 2) self-directed and collaborative, 3) future-oriented. PACE was implemented in 2021 for first-year students. This study evaluates the implementation to inform future curriculum development.MethodsA sequential explanatory mixed methods design was used to evaluate the implementation of PACE using a questionnaire, focus groups, in-depth interviews, and a national progress test allowing for benchmarking results. Participants were undergraduate physiotherapy students of cohort 2021–2022, the first group who experienced PACE and teachers involved with this cohort. Questionnaire data were analyzed using descriptive statistics. To compare mean total scores of the national progress test between four different universities a one-way ANOVA was conducted including a post-hoc analysis. Reflexive thematic analysis guidelines were applied to analyze the interview data.ResultsIn total 82 first year students (44,6%) of cohort 2021–2022 and 36 teachers (60%) completed the questionnaire. Results show that the guiding principles were implemented as intended. Results of the national progress test on knowledge and clinical reasoning showed that students of the HAN University performed well compared to other universities. Thematic analysis of interviews and focus groups resulted in three themes and nine subthemes: 1) navigating a personalized curriculum, 2) caring and sharing, and 3) shaping professional identity. PACE contributed positively to students' intrinsic motivation, learning joy, identity development, and life-long learning skills. Areas for improvement were self-directed learning support, and teaching strategies to prompt deep learning.ConclusionThe evaluation showed that the guiding principles of PACE were implemented as intended and that the innovation positively contributed to student learning,

Self-directed learning versus traditional didactic learning in undergraduate medical education: a systemic review and meta-analysis

BackgroundSelf-Directed Learning (SDL) is a theory of andragogy in which adult learners take their own initiative to identify and tailor their individual learning process and outcomes. In undergraduate medical education, SDL aims to develop medical students into lifelong learners. This study aims to estimate the overall effectiveness of self-directed learning compared to traditional didactic learning (TDL).MethodsWe performed a systematic review and meta-analysis according to the PRISMA statement. A systematic search was used across PubMed, Scopus, Embase and Google Scholar to identify peer-reviewed articles spanning from January 1, 2014, to May 30, 2024. Key words used were “self-directed learning” AND “undergraduate medical education.” Forest plots were generated with the Open Meta-analyst Software, comparing SDL and TDL.ResultsA total of 2,955 titles and abstracts were screened for eligibility, of which 95 articles met the eligibility criteria for full-text review. Following a more detailed screening, 19 articles met the criteria for inclusion in the systematic review and 14 articles met the criteria for inclusion in the meta-analysis. The systematic review included 2,098 students while the meta-analysis included 1,792 students. The overall mean difference for all studies was 2.399, 95% CI [0.121–4.678], and I2 = 98.56%.ConclusionSelf-directed learning compared to traditional didactic learning is an effective learning strategy in medical undergraduate education and has the potential to aid in students’ learning and improve their cognitive performance. Moreover, SDL nurtures qualities such as autonomy, curiosity, and self-regulation, which are essential for success in the ever-evolving field of medicine.

Strategi Belajar Pemagang Indonesia di Jepang dalam Meningkatkan Kemampuan Bahasa Jepang

This study explores the strategies Indonesian interns employ to enhance their Japanese language proficiency during internships in Japan. A qualitative research method was utilized, collecting data through an online survey from 90 respondents. The survey included information on personal characteristics, learning strategies, experiences, and challenges encountered during the learning process. Analysis revealed that most interns were male (86.7%) with a predominant age range of 26-30 years, most of whom had resided in Japan for over 2 years. While many had educational backgrounds equivalent to high school, their initial proficiency levels in Japanese varied, with most starting at level N4. Common learning strategies included self-study using media such as videos (including films and TV shows), reading Japanese textbooks, and practicing speaking with friends. Direct interaction with native Japanese speakers outside work contexts was also considered crucial. Despite relatively low participation in formal Japanese language classes, respondents found their chosen self-study methods to be effective. Primary challenges included time constraints and difficulties in grasping Japanese grammar. Effective strategies identified for improving Japanese language proficiency among interns encompass consistent self-directed learning, direct interaction with native speakers, and the use of relevant learning resources. The implications of this research underscore the importance of adapting to irregular work schedules and maintaining high motivation to achieve significant progress in mastering the Japanese language.

Neural mechanisms of relational learning and fast knowledge reassembly in plastic neural networks.

Humans and animals have a striking ability to learn relationships between items in experience (such as stimuli, objects and events), enabling structured generalization and rapid assimilation of new information. A fundamental type of such relational learning is order learning, which enables transitive inference (if A > B and B > C, then A > C) and list linking (A > B > C and D > E > F rapidly 'reassembled' into A > B > C > D > E > F upon learning C > D). Despite longstanding study, a neurobiologically plausible mechanism for transitive inference and rapid reassembly of order knowledge has remained elusive. Here we report that neural networks endowed with neuromodulated synaptic plasticity (allowing for self-directed learning) and identified through artificial metalearning (learning-to-learn) are able to perform both transitive inference and list linking and, further, express behavioral patterns widely observed in humans and animals. Crucially, only networks that adopt an 'active' solution, in which items from past trials are reinstated in neural activity in recoded form, are capable of list linking. These results identify fully neural mechanisms for relational learning, and highlight a method for discovering such mechanisms.

Exploring the Real Impact of ICT Tools on Secondary School Students’ Learning of Geography

This study investigates the impact of ICT tools on student motivation, specifically examining whether immersive experiences, such as using Google Earth, enhance the understanding of geographical concepts in secondary school geography classes. A mixed-methods survey was conducted with 100 students participating in specific geographical educational activities. The data analysis revealed that using Google Earth significantly influences student motivation. The study found that virtual field trips enhance and increase students' enthusiasm for learning geography. An open-ended questionnaire was administered to 100 students out of a total of 450, revealing a statistically significant improvement in learning outcomes when students engaged in virtual field trips using experimental and self-directed learning strategies. The findings support the importance of experiential and self-directed learning strategies in teaching geography through virtual field trips. Moreover, the integration of ICT tools facilitates a deeper understanding of geographical concepts while fostering a more collaborative, interactive, and immersive learning environment. The study also indicates that student motivation was unaffected by previous ICT tool experience or gender. In light of these findings the study recommends incorporating digital and professional competencies in teacher training to prepare them for designing smart, flexible classrooms that cater to learners' needs in the digital age.

Integrating Extensive Reading Strategy Training with Innovative Technologies: fsQCA on EFL Learner Autonomy and Vocabulary Acquisition

The integration of extensive reading strategies and innovative technologies has become a vital component of English as a Foreign Language (EFL) education. While extensive reading (ER) fosters learner autonomy and vocabulary acquisition by promoting engagement with diverse reading materials, the incorporation of digital tools—such as e-books, online platforms, and mobile applications—has further enhanced accessibility and interactivity. However, gaps remain in the understanding of how these elements interact and which configurations yield optimal outcomes for learners, especially in terms of fostering self-directed learning and vocabulary growth. This research addresses these gaps by employing fuzzy-set Qualitative Comparative Analysis (fsQCA) to examine the interplay between extensive reading, metacognitive strategies, and technological tools. Data were collected from 130 EFL learners through pre- and post-tests, questionnaires assessing learner autonomy, and classroom observations. Results reveal three effective pathways to learner autonomy and vocabulary acquisition: (1) comprehensive integration of extensive reading, technology, and metacognitive strategies; (2) focus on traditional reading and metacognitive strategies without technology; and (3) technology and metacognitive strategies without extensive reading. Extensive reading was found to be the most impactful strategy, achieving the highest correlation with autonomy and vocabulary acquisition. The study concludes that a balanced approach, combining extensive reading, metacognitive strategies and selective use of technology, offers the most effective framework for fostering EFL learners' autonomy and vocabulary development. These findings provide valuable insights for educators and policymakers when designing language-learning programs tailored to diverse learner needs while ensuring the strategic use of both traditional and digital methodologies.

Exploring undergraduate medical students and faculty perspectives on blended learning: a qualitative study in China

ObjectivesThis study aimed to explore the views and expectations of medical students and faculty members on blended learning following university-wide teaching reforms, focusing on its influence on self-directed learning (SDL)...

Transforming Pharmacology Education: Insights from the Pharmacology Education Project in the Era of Digital Learning.

The IUPHAR Education Committee's Pharmacology Education Project (PEP; www.pharmacologyeducation.org) provides an open-access, peer-reviewed platform to support pharmacology education globally. Launched in 2016, PEP offers a comprehensive range of freely accessible, peer-reviewed resources, including extensive topic summaries with links to videos, slide sets, and other media curated by pharmacologists and catering to diverse learners' needs. This paper provides an update on PEP's growth, providing analytics on user engagement and feedback. The platform averages 20,000 visits per month, with a peak of 50,000 during the COVID-19 pandemic. Engagement rates are approximately 40%, indicating robust interaction with the content. Feedback from 115 users spanning 31 countries praises the quality and quantity of PEP's resources and the ease of navigation through the website. Comparisons with traditional resources used in pharmacology education highlight PEP's advantages in accessibility and peer review. Examples of the use of PEP in education are provided, emphasizing active and self-directed learning methodologies. The discussion includes challenges in maintaining and expanding the platform, such as funding and content curation, and outlines strategies for sustainable development, including the role that artificial intelligence may play. PEP is a valuable resource in contemporary pharmacology education and plays a vital role in advancing the field globally.

Investigation and analysis of clinical medical undergraduate learning behaviors under different teaching models

Medical education plays a critical role in preparing future doctors, responsible for the well-being and health of individual patients. Given its unique significance, understanding how to enhance the intrinsic motivation of clinical medical undergraduates for a 5-year program is a key research focus in China. Based on this purpose, the transformation of higher education in the major of clinical medicine has been conducted worldwide. To evaluate the attitude of clinical medical undergraduates on the transformation of education, this study investigates the impact of different teaching models on the learning attitudes of students at Shantou University Medical School, aiming to provide insights into effective educational strategies. Within the set-up of different teaching models, involving active-learning classes, English-medium instruction classes, and conventional clinical classes, we employed a comprehensive survey targeting undergraduates enrolled in three distinct teaching models. The survey explored multiple dimensions of learning behaviors, including classroom engagement, study time, and overall motivation. Results indicated that students participating in active learning classes exhibited superior classroom engagement and devoted more time to their studies than those in English-medium instruction classes and conventional clinical classes, while the difference between English-medium instruction classes and conventional clinical classes was not significant. These students reported a higher intrinsic motivation towards their learning experience, suitable to apply self-directed learning methods. In conclusion, this study underscores the importance of adopting diverse and adaptive teaching strategies to cater to the varied learning attitudes of clinical medical undergraduates, suggesting conducting self-evaluation or pre-evaluation of the students for adapting to different clinical teaching methods. Meanwhile, enhancing teacher guidance and support throughout the learning process is essential. By implementing different educational approaches, medical schools can effectively enhance student motivation and educational outcomes, contributing to the advancement of medical education.

Potential of role play as an educational tool in biochemistry to facilitate medical education.

Commonly used traditional didactic lecture in biochemistry being non-interactive has several disadvantages which students find boring and difficult to retain. This study reviews the potential of role play to teach biochemistry effectively. Studies published till June 2024 on the topic role play in medical education and biochemistry were searched using 'Ovid Discovery' software showing studies available in PubMed, Embase, and Cochrane databases. Studies having matched keywords like 'role play, roleplay, role-play, education, medical, biochemistry and genetics' appearing in title or text article were included while studies that were irrelevant, in non-English language or duplicated studies were excluded. Literature search revealed 8 studies for reviewing the topic. Studies that have tested effectiveness of role play in biochemistry have shown that it can bridge the gap between theory and practice. Role play is dramatization of a theme simulating real-life scenarios evoking learner's critical thinking process, activation of cognitive, psychomotor, and affective domains. It creates lasting memory in retaining topics besides motivating student for self-directed learning. It also develops confidence, communication, and language skills among students. Role play can be a powerful tool to teach biochemistry for integrating knowledge of biochemistry with clinical concepts. The authors recommend that biochemistry lectures and practical sessions should be reinforced through role plays especially for topics having clinical relevance. The author proposes several applications of role play in biochemistry to demonstrate metabolic pathways, experimental skills, metabolic disorders, accidental emergencies in lab, do's and don'ts in labs, pre analytical errors affecting biochemistry lab results.

Knowledge in the Area of Prevention and Treatment of Pressure Injuries Among Nurses: Report from the Study.

Introduction: Pressure injuries represent a significant issue in nursing care, with prevalence rates ranging from 5 to 27% among hospitalized patients and 3-32% in long-term care settings. Nurses' knowledge of pressure injury prevention and treatment plays a crucial role in reducing their incidence. Objective: The aim of this study was to assess nurses' knowledge of pressure injury prevention and treatment, taking into account their professional and postgraduate education, self-directed learning activities, and interest in wound care. Materials and Methods: This study included 500 nurses working in hospital wards and primary healthcare settings who participated in specialized nursing training programs. The Pieper-Zulkowski Pressure Ulcer Knowledge Test (PZ-PUKT), in its 2021 version and adapted into Polish was used to assess the nurses' knowledge. The main study was conducted over five months, from March to July 2024. Results: This study revealed that nurses' knowledge of pressure injury prevention and treatment was above average, with a mean score of 49.6 ± 5.2. Conclusions: The level of knowledge among the nurses assessed using the Polish version of the PZ-PUKT was above average. The PZ-PUKT test can be a useful tool for evaluating pressure injury knowledge among both nursing students and employed nurses and may serve as a means for identifying knowledge gaps in pressure injury prevention and treatment.

A Systematic Review of Self-directed Learning in Medical Education in Undergraduate Medical Students

Abstract Self-directed learning (SDL), which emphasizes the need for students to take ownership of their learning, has become a crucial part of medical education. With the increasing complexity of health care, SDL is seen as a crucial skill for fostering lifelong learning and adapting to new challenges. This systematic review examines the current landscape of SDL in undergraduate medical education, exploring its effectiveness, implementation strategies, and areas for future development. A methodical exploration was carried out within the PubMed database to locate pertinent research articles released between 2012 and 2024. Studies that reported results pertaining to academic achievement, clinical competence, or student perspectives and that concentrated on SDL in undergraduate medical education were included. Two reviewers independently extracted the data, evaluated its quality, and synthesized the results thematically. In all, twenty-three papers were covered in this study. The findings indicate SDL positively impacts students’ academic performance and clinical skills, with many students reporting increased engagement and motivation. Effective implementation strategies included integrating SDL into the curriculum, providing faculty support, and utilizing digital tools to enhance learning. However, the review also identified significant heterogeneity in the definition and assessment of SDL across studies, as well as challenges related to student self-regulation and faculty preparedness. SDL is a useful method in medical education for undergraduates since it helps students become self-reflective, independent practitioners. To fully comprehend its long-term effects, however, longitudinal research, faculty development initiatives, and standardized SDL frameworks are required.

Self-Assessment of Medical Ethics and Professionalism: Comparison Between Preclinical and Clinical Medical Students.

Ethics and professionalism are fundamental elements in the practice of medicine consisting of a set of values, behaviors, and relationships that reinforce the trust and respect for the physician in a society. It consists of several key elements that are learnt during their formative years of study. This study aims to compare knowledge and self-reported practice of ethics and professionalism between preclinical and clinical undergraduate medical students. We included 427 medical students including males and females of age 18 and above. They were further divided into preclinical and clinical groups. We assessed knowledge and practice of medical professionalism through a validated questionnaire containing 11 core elements (components) of medical professionalism and ethics. The assessment was carried out by comparing median scores assigned to the components of professionalism against each question. Data was analyzed through SPSS v.22 and GraphPad Prism v.8. Clinical medical students had significantly higher knowledge of medical professionalism as compared to nonclinical students (P = .0016). Moreover, among the components of professionalism, there was a significantly higher score for confidentiality (P = .006), communication skills (P = .001), self-directed learning (P = .011), peer and self-assessment (P = .0011) along with ethics in research and patient care (P = .0042) in clinical students as compared to preclinical medical students. However, no significant difference was found between students of preclinical and clinical years for honesty, accountability, respect, responsibility, compassion, and maturity (P > .05). The findings were comparable across students of different ethnicities in our study cohort (P > .05). Our findings suggest that knowledge and practice of certain elements of ethics and professionalism are enhanced through clinical exposure, however, few remain consistent across different stages of study. Moreover, lack of significant differences in practice of professionalism based on ethnic differences underscores the potential universal standards in medical education.

Using AI Chatbots in Visual Programming: Effect on Programming Self-Efficacy of Upper Primary School Learners

Programming Self-Efficacy (PSE) is crucial for enhancing learners’ skills, cognitive abilities, and career interests. Despite its significance, existing research often overlooks strategies to boost PSE among upper primary school learners. This study evaluates the impact of an innovative e-learning tool, AI Chatbots, on students’ PSE. Conducted in a primary school in northern mainland China, the experiment integrated AI Chatbots as an intervention within a visual programming curriculum. It involved 98 fifth-grade students divided into experimental and control groups, both instructed by the same teacher. Interviews were conducted with 6 selected participants from the experimental group after completing all intervention procedures. Findings suggest that, compared to traditional teacher-led instruction, AI Chatbots significantly enhance students’ PSE in programming skill, while boost in PSE in programming knowledge remains non-significant. The study also investigates the mechanisms through which AI Chatbots provide students with easily accessible, personalized learning support for self-directed learning and reduce emotional barriers when they seek help.

Empowering NEET youth: Assessing the impact of self-directed learning skills intervention

A low level of education is a significant risk factor for yo ung people with long-term NEET (Not in Education, Employment or Training) status. Currently, there is a lack of research focusing on supporting young people who have dropped out of school so they can continue their educational paths. In this quasi-experimental study, the effect of an intervention on the SDL skills of NEET youth was investigated. The study group consisted of 60 participants (experimental group N = 30, control group N = 26, and mentors N = 4) from Estonia, Malta, North Macedonia and Turkey. The intervention was applied to the experimental group in the form of four different activities over six months. The impact was assessed using interviews and the SDL-NEET scale in pre, post and follow-up tests. The Mann-Whitney U Test indicated a significant difference in SDL skills between the control and experimental group. The Wilcoxon Signed Rank Test confirmed a significant change in SDL skills within the experimental group when comparing pre-test and follow-up test results. The results of the post-tests testified to the positive effect of the intervention activities on the youth's SDL skills. The NEET youth pointed out mentorship's importance and noted the intervention pushed them out of their comfort zone, prompting goal-oriented thinking. Mentors valued the pre-intervention training course and emphasized professional skill development during the intervention. This study confirmed the six-month SDL-NEET intervention effectively improved the SDL skills of NEET youth in the experimental group.

AI-교사 협력 모델을 통한 교육적 관계 분석 : 가상 시나리오 기반 연구

This study analyzes the effect of introducing artificial intelligence (AI) technology on the teacher-student relationship and educational human relationships and proposes an AI-teacher collaboration model to support the holistic development of learners. The importance of human interaction is explained based on Buber’s theory of the “I-Thou” and “I-It” relationships, and the qualitative improvement of interactions in an AI-based learning environment is discussed based on Dewey’s empirical educational theory. AI provides real-time analysis of learning data and customizes feedback, thus facilitating teachers in supporting emotional scaffolding and comprehensive learning to promote learning motivation and engagement. Through a virtual-scenario analysis, this study empirically examines whether the AI-teacher collaboration can maximize learners’ self-directed learning and educational performance. The results suggest that AI-teacher collaboration is key to the future paradigm shift in education.

The positive impact of introducing public engagement as a self-directed learning strategy in undergraduate nervous system education

ABSTRACT Undergraduate medical education in China has shifted from educator-centered learning to self-directed learning (SDL) over the past few decades. Careful design of public engagement activities can enable SDL and empower medical students to pioneer public health and patient safety education. In this study, we aimed to innovate nervous system education by implementing a public engagement model that empowers students to learn about the nervous system by teaching the public. Our goal was to generate greater interest in the nervous system at the undergraduate stage, inspire students’ enthusiasm to pursue a career in neurology, and ultimately, contribute to health promotion. During the nervous system module of the second year of the undergraduate curriculum, students were given the option to participate in the public engagement model. Participants were tasked with the creation of educational videos focusing on knowledge, attitudes, and behaviors associated with the prevention and management of neurological diseases and their complications. The videos were made accessible to the general public through the university’s official channel at the end of the semester. A total of 117 students (67.24% of all students) chose to participate in the public engagement model. Female students and those with higher Grade Point Averages in the present semester were more likely to participate. The model received strong positive feedback from participants, as students found the public engagement task helpful in learning about the nervous system module as well as in enhancing their public engagement skills. Despite the time and effort consumption, participating in the public engagement task did not affect students’ exam scores. The public engagement task is an innovative model in the nervous system curriculum and has the potential to be integrated into a broader range of undergraduate courses. It empowers medical students to pioneer public health and patient safety education.

Development of a responsive web-based digital library for geography education students

A responsive web-based digital library is an application built with web technology to allow users to access digital collections via the Internet. Most digital libraries have not adequately addressed the need for self-directed learning for students, so students' access to educational resources is still limited. This study aimed to determine the development of a responsive web-based digital library for geography education students through an analysis of the identification of the planning process for a responsive web-based digital library, a feasibility evaluation by experts, and an assessment of geography education students’ responses. The research method used a Research and Development strategy through the 4D model (define, design, develop, and disseminate). The result was that the research plan involved needs analysis for students. The system design used case and activity diagrams and prototype development validated by experts. Expert evaluation on usability, navigation, graphic design, content, and compatibility falls in the 62.50% < score ≤ 81.25% range, indicating feasibility. The study result was a research plan involving needs analysis for geography education students. The system design used case and activity diagrams and the development of a prototype validated by experts. Expert evaluations on usability, navigation, graphic design, content, and compatibility were in the range of 62.50% < score ≤ 81.25%, indicating feasibility. Students' responses showed that the highest percentages were visual communication (80.73%, very good), usability (76.03%, good), and device compatibility (78.18%, good). In conclusion, this study provides significant contributions to supporting self-directed learning by providing easier access to academic resources for geography education students.