The teacher as an organizer of adult self-learning process

Abstract

This article explains the teacher’s role in organizing the self-learning process in higher education. First, it compares the traditional role of the teacher as a knowledge transmitter with the teacher’s role as an organizer of conditions that facilitate adult learning. This is followed by an analysis of how to create an appropriate self-learning environment, including the use of remote communication and contract learning. In the final part, the author presents a review of the most important components that serve as the foundation for teachers to develop self-learning materials.From the perspective of two decades, the article shows how social and technological changes have accelerated, exacerbated by new crises. These changes, combined with the criticized inefficiencies of educational institutions, lead to the conclusion that self-learning, in its various forms, may soon become the dominant process of acquiring knowledge and skills.