Arab Educational Information Network

Today, since educators are preparing students for an unpredictable world, self-directed learning has become an important characteristic for 21st century learners. Whether they are in elementary schools and universities or simply partaking in individual training, educators and learners alike recognize the development of self-direction in learning as a major purpose of education. The aim of this study was to examine the level of self-directed learning readiness among Lebanese students in schools and universities, specifically the International School of Choueifat - SABIS ® as well as the Lebanese International University. The study employed descriptive quantitative methodology to answer research questions. The sample contained 516 participants, divided as 45 high school students, 189 sophomores, 106 juniors, 115 seniors, 23 teaching diploma students and 44 MBA/MA students. They were selected using stratified random sampling technique. Between March and April 2016, data from the selected participants was collected using an online questionnaire on google documents and analyzed using SPSS software, version 21. The results revealed the high level of self-directed learning readiness amongst ISC and LIU participants. Statistically, it showed how age and education level had significant impact on the level of self-directed learning readiness while the major the learners chose had no statistical significance. The researcher recommends continuous assessment for learners’ self-directed learning levels and further studies in determining other factors that might affect self-directed learning as well as assisting learners to build self-directed learning skills and abilities as it seems the best preparation for the lifelong learning our world now requires. (Author's abstract)