Introduction:

Self-study has long been recognized as a crucial component of education, enabling learners to take control of their learning process. According to Boud (1985), self-study involves "activities at the center of an individual's learning process, sometimes carried out in groups, sometimes formalized into structured learning, but fundamentally directed and executed by the learner without external guidance" (p. 9). This definition highlights the autonomy of the learner in directing their educational journey, a principle that remains central to modern learning paradigms.

While earlier perspectives viewed self-study as a solitary activity, contemporary research recognizes its broader applications, including collaborative and social learning settings (Billett, 2001). Regardless of its form, the primary focus remains on individual experience – whether through personal reflection or within group interactions. As lifelong learning becomes an increasingly emphasized concept in education, self-study is receiving greater attention as a powerful strategy for intellectual and professional growth.

Self-study refers to a process where learners take responsibility for diagnosing their own needs, identifying relevant resources, and systematically improving their cognitive, affective, or psychomotor skills (Lazerte, 2001). This approach integrates elements of goal-setting, planning, and reflective practice, making it an essential tool for academic and professional development.

Unlike traditional learning methods where success is often measured by task completion and external assessment, self-study focuses on internal growth and self-efficacy. It encourages learners to adopt a research-oriented mindset, actively seeking out information and refining their understanding through iterative reflection.

The significance of self-study is deeply embedded in theories of student-centered learning. Progressive education movements, influenced by thinkers like John Dewey (1933), emphasize the importance of reflection in learning, positioning self-study as a critical component of intellectual development.

Self-study has also been linked to cognitive developmental theories, particularly those of Jean Piaget (1971), who argued that learners construct their knowledge actively rather than passively absorbing information. This perspective aligns with modern educational practices, which increasingly recognize students as active agents in their own learning journeys.

Historically, self-study has taken many forms, including apprenticeship, independent learning, and distance education. Socrates, for example, believed that self-instruction was fundamental to intellectual growth. Similarly, medieval Europe saw the rise of private tutelage, where students engaged in self-directed learning under the guidance of mentors. Today, self-study plays a critical role in higher education, where students are encouraged to engage in independent research and self-reflection as part of their academic development.

The concept of self-study encompasses various learning strategies, including self-directed learning, self-regulation, and self-governance behaviors. One of the foundational theories in this field is Knowles' (1975) theory of andragogy, which posits that adult learners are self-directed and autonomous, making self-study an effective approach to lifelong learning. Knowles, M (1975) analyzes the concepts of "independent work", "self-education", and "independence", and their relationship. He also discusses the organization of independent work in higher education institutions, including its purpose, content, forms, methods, and effectiveness factors in his article. Independent work is the highest form of professional formation and personal development for higher education seekers. The key points are:

• Independent work is the main means for higher education seekers to master educational material outside of compulsory classes. It is regulated to be 1/3 to 2/3 of total study time.
• Higher education is shifting from just transmitting information to managing students' learning and cognitive activities, and developing their independent work skills.
• Independence is a key personality trait characterized by having the means (knowledge, skills) and the right attitude towards the activity and its results.
• Developing independence in the learning process is a main task of education, as it enables students to adapt to rapid changes and engage in self-development.

A systematic review of self-directed learning in medical education (PubMed, Google Scholar, Scopus, and Medline) identified 36 relevant studies conducted between 2000 and 2012. However, inconsistencies in the definition of self-directed learning indicate a need for a more explicit conceptual framework (Tough, 1979). This suggests that while self-study is widely acknowledged, its implementation varies significantly across disciplines and educational contexts.

Examining self-study through a historical lens provides valuable insights into its evolution and significance. As Kember (1997) notes, self-study has been practiced since ancient civilizations but was not formally recognized as an educational method until relatively recently.

1. Ancient World: Civilizations in China, India, Persia, Greece, and Rome valued self-directed learning as a means of personal enlightenment. The Tao Te Ching, attributed to Lao-Tzu, reflects an early understanding of self-instruction as a path to wisdom.
2. Middle Ages: During this period, education was largely reserved for the elite, with self-study occurring mainly in religious and philosophical contexts.
3. Modern Era: The rise of public education and self-paced learning materials has expanded access to self-study, making it a fundamental component of contemporary education.

 According to Russian scholar N.V. Smetanina (2006), in her research(tab.1), conducted an in-depth analysis of the essence and content of students' self-study, tracing it’s historical origins, developmental dynamics, and distinctive features. Through scientific analysis, she identified ways to enhance the effectiveness of independent learning and proposed various recommendations for organizing self-directed education.

1-table. Historical Evolution of Independent Learning

She emphasizes the foundation of independent learning was laid by ancient philosophers such as Democritus, Plutarch, Plato, and Aristotle, who contributed valuable insights into the importance of self-education. Her study takes a historical and pedagogical perspective, examining the theoretical and empirical foundations of students' independent work. She systematically illustrates it’s formation and evolution, presenting it in a structured sequence.

According to Gutman V.V (2009), there are three reasons why independent learning is necessary.Firstly, the transition to a post-industrial economy requires a large number of people who can work in modern technology fields, independently assess situations, and make responsible decisions in rapidly changing external conditions. Secondly, higher education has become widespread and is now a common requirement.Thirdly, the rapid development of digital technologies and the Internet has led to a transformation in the content of education and, in particular, scientific knowledge, meaning that it is no longer the exclusive property of a single professor.

Conclusion:

Self-study remains a powerful and relevant educational strategy, fostering independent thinking, critical reflection, and lifelong learning skills. With increasing recognition of student-centered learning, educational institutions are actively incorporating self-study methodologies into their curricula. Future research should focus on refining self-study frameworks and exploring innovative approaches to support autonomous learning in diverse educational settings.