Self-Directed Learning Readiness and Lifelong Learning Capacity Among Nigerian Adult Educators

This study examines self-directed learning readiness and its relationship to lifelong learning capacity among adult educators working in Nigerian non-formal education organisations. Adult educators who model self-directed learning are theorised to be more effective facilitators of lifelong learning attitudes in their learners. Self-directed learning readiness, defined as the degree to which an individual demonstrates the attitudes, abilities, and personality characteristics necessary for self-directed learning, is an important professional competency for adult education practitioners. This study uses a quantitative survey design, administering the Guglielmino Self-Directed Learning Readiness Scale alongside a newly developed lifelong learning capacity measure to 350 adult educators in Lagos, Abuja, Kaduna, and Enugu. Hierarchical regression analysis examines the relationship between SDLRS scores and lifelong learning capacity while controlling for qualification level, years of experience, and organisational type. Findings reveal that self-directed learning readiness is significantly and positively associated with lifelong learning capacity in the sampled adult educators. Years of experience and participation in professional development activities are significant positive predictors of SDLRS scores. Adult educators in NGO settings demonstrate higher SDLRS scores than those in government agencies, consistent with greater professional autonomy in NGO roles. The study concludes that self-directed learning readiness is an important professional competency dimension that is inconsistently developed in Nigeria's adult education workforce. It recommends the integration of self-directed learning development activities into all adult educator pre-service and in-service training programmes.

Keywords: self-directed learning, adult educators, lifelong learning capacity, professional development, Nigeria.