Self-directed learning of rural first-generation South African undergraduates : a social constructionist perspective on autonomy, competence, and relatedness

Abstract

This study examined the self-directed learning experiences of rural, first-generation, South African undergraduate students in remote learning, focusing on the development of autonomy, competence and relatedness. Grounded in the Self-Determination theory and a social constructionist paradigm, the study uses an interpretive design to explore how social and cultural factors shape students' learning experiences. Fifteen students were purposively selected and interviewed, revealing personal growth, time management, adaptation, and independence themes. Findings highlight that remote learning fosters self-reliance, critical thinking and the use of platforms like WhatsApp to maintain peer connections, thereby enhancing autonomy and competence. The study amplifies the importance of targeted support programs and online platforms to build technical skills, manage time, and create a sense of community. These insights contribute to understanding how autonomy, competence and relatedness are developed in remote learning environments, and inform interventions to support rural First-Generation Students.