The issue of self-study and guidance for students’ self-study in the context of the current industrial revolution
Keywords:
self-study, higher education, students, industrial revolution, contemporary contextAbstract
According to the law of development, external forces, regardless of their importance or strength, can only serve as supporting factors that promote and create favorable conditions. Internal forces, however, are the decisive factors for the self-development of any entity. Accordingly, the teacher’s instruction, no matter how significant, remains an external force that facilitates, motivates, and catalyzes the student’s process of self-study, self-development, and growth. The student’s capacity for self-learning, even when still in the process of formation, constitutes the internal force that determines their personal development. Thus, self-study is the most crucial path for learners to acquire knowledge and achieve academic success. Ultimately, it is the learner, not the teacher, who determines the effectiveness of learning. This article focuses on examining and clarifying the concept of self-study, its forms and stages, as well as several issues related to guiding students in self-study.
Downloads
References
Dang, V. H. (2008). Theories of university teaching. Hanoi: Vietnam National University of Education Publishing House.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906–911. https://doi.org/10.1037/0003-066X.34.10.906
Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. Association Press.
Meier, B., & Nguyen, V. C. (2012). Modern teaching theory – Some issues on innovating teaching methods. Potsdam: Universität Potsdam & Hanoi: Hanoi National University of Education.
Nguyen, V. D. (2000). Self-study as a lifelong ability of every person. Self-study and self-training as a strategic idea of Vietnam’s educational development. Hanoi: Education Publishing House.
Nguyen, C. T. (1997). The process of teaching and self-study. Hanoi: Education Publishing House.
Ngo, X. D. (2000). Seminar on the necessity of innovating teaching and learning methods in universities. University and Professional Education, (5), 11.
Piaget, J. (1972). The psychology of the child. Basic Books.
UNESCO. (2015). Rethinking education: Towards a global common good? UNESCO Publishing.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Tennessee Research International of Social Sciences
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Articles published in the Tennessee Research International of Social Sciences (TRISS) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant TRISS right of first publication under CC BY-NC-ND 4.0. Users have the right to read, download, copy, distribute, print, search, or link to the full texts of articles in this journal, and to use them for any other lawful purpose.
Articles published in TRISS can be copied, communicated and shared in their published form for non-commercial purposes provided full attribution is given to the author and the journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
