Abstract

With the growing demands on higher levels of self-directed learning (SDL) resulting from students’ shifts toward online modes of learning, especially in today’s increasingly internationalized world, some serious concerns have been raised about the effect cultural values may have on the growth of SDL readiness. This study comparatively examined the association between Moroccan and American university students’ psycho-cultural values, as conceptualized by Hofstede’s model, and their actual SDL readiness levels. Data were gathered from two samples of 200 Moroccan and 200 American students from Sidi Mohamed Ben Abdullah University and the State University of New York, respectively, using a self-administered questionnaire. The results have revealed statistically significant differences in SDL levels between the two samples. The correlational analysis uncovered a moderately strong correlation between SDL readiness levels and students’ cultural values of individualism, accounting for 30 percent of the variance in SDL readiness scores. While these results provided empirical support for the relevance of Hofstede’s model in the comparative study of educational phenomena, they also bear some theoretical and practical implications for the educational stakeholders in the two countries.