Nineteenth International Conference on Knowledge, Culture, and Change in Organizations

Abstract

This paper investigates implications and barriers associated with unprepared teacher directed learning (TDL) to self-directed learning (SDL) transition. Improvised SDL transition limitations are discussed in the light of time-honored cultural and institutional traditions. Educators generally agree to the surmised benefits of SDL approach but fear from ad lib adoption without addressing fallout of potent barriers. Teachers must be well aware of the shifting strategies, potent problems and their timely solutions. This study follows a qualitative approach with a sample of 16 English language teachers from four public universities of Saudi Arab. Their views on potential barriers in transition of learning mode from TDL to SDL are explored through one-to-one interviews. A thematic analysis is employed to analyse data. Results show that teachers view that SDL makes students self-sufficient and autonomous but Pakistani education system, cultural background and learner’s psychological aspects hinder the process of transition. These barricades may be removed through creating awareness among teacher and students, bringing flexibility into syllabi and teaching methods, opening resources centres in all universities, involving foreign faculty and most importantly through training local teachers.