Reimagining Self-Directed Learning for Social Justice

Abstract

This study reviews literature to reimagine self-directed learning (SDL) within Open Distance e-Learning (ODeL) for rural South African students, using a social justice lens. Drawing on academic sources and policy reports, it explores theoretical, pedagogical, and structural aspects shaping SDL in marginalised communities. The review examines intersections of access, equity, cultural relevance, and autonomy, highlighting barriers such as digital divides, poverty, and rigid curricula. Thematic analysis reveals the need for transformative frameworks incorporating participatory design, culturally responsive pedagogy, and fair tech access. It reconceptualises SDL as a socially embedded process requiring systemic alignment with justice-focused education. Policy, instructional design, and institutional implications are discussed.