DEVELOPING STUDENTS’ SELF-LEARNING COMPETENCIES IN DIGITAL EDUCATION ENVIRONMENTS

Abstract

This article examines the development of students’ self-learning competencies in the context of digital education. The rapid integration of digital technologies into higher education has transformed traditional learning processes and increased the importance of learner autonomy, self-regulation, and lifelong learning skills. The study analyzes the theoretical foundations of self-learning through the perspectives of self-regulated learning, social cognitive theory, social constructivism, and connectivism. Particular attention is given to cognitive, metacognitive, resource-management, and digital competence strategies that support students’ self-preparation in digital learning environments. The paper also identifies major challenges affecting self-learning, including information overload, attention fragmentation, motivational decline, and unequal access to digital resources. Based on the analysis, several pedagogical strategies are proposed to enhance students’ self-learning capacities through the effective use of learning management systems, artificial intelligence technologies, collaborative learning practices, and digital literacy development. The findings highlight that the systematic integration of cognitive, metacognitive, and technological competencies contributes significantly to academic success and lifelong learning in the digital age.