{'fraction_non_alphanumeric': 0.02476780185758514, 'fraction_numerical': 0.0030959752321981426, 'mean_word_length': 5.381578947368421, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Promoting and Implementing Self-Directed Learning (SDL): An Effective Adult Education Model

Although Westerners have used over 200 terms to describe self-directed learning (SDL), it is educators in Confucius heritage cultures (CHC) that have successfully promoted and implemented SDL. This article argues that for learners in the Western cultures, especially in the United States to catch up with learners in other industrialized nations including newly emerged China and India, SDL must be promoted and implemented at all levels of education, not only within adult education. Amongst theories/models, SDL is the single most popular model that helps learners master skills for the sake of competency development. The goal in learning is to achieve the changed status on the part of learners or â€œperspective transformation.â€ Without implementing SDL, it may be hard to implement the theory of transformative learning. SDL and transformative learning are intertwined.