Corona virus has raised challenges to the
world's educational system and is spreading
exponentially, affecting the 213 territories
and countries throughout the world
(Worldometer, 2020). The United Nations
Education, Science and Cultural
Organization (UNESCO) have noted that the
outbreak of the coronavirus pandemic has
influenced the education system of
countries at various income levels (UNESCO
2020b). In relation to this, UNESCO
estimated that because of school closures,
more than 1.5 billion students in 195
countries are out of school worldwide
(UNESCO 2020b). As a response, countries
are implementing strategies to restore lost
learning (Tadesse & Muluye, 2020).
In the Philippines, a 38-year-old Chinese
woman who was confined at San Lazaro
Hospital in Metro Manila was identified as
first case of COVID-19 last January 30, 2020.
(Insert citation). The corona virus pandemic
quickly spread in the country. COVID-19
(Pujari, 2020) influences the start of the
new semester or term in the education
system, tests, and assessment and it can
prolong the academic year. As Education
Response to COVID-19, Department of
Education (DepEd) launched Blended/
Distance Learning in which students and
teachers, who are most at risk, will use the
combination of the different distance
learning modalities such as printed
modules, offline digital modules, online, and
TV and radio-based instruction (Insert
citation), to continue the education system
in the Philippines. This is also in line with
UNESCO’s COVID-19 Education Response
that listed educational applications such as
Digital learning management systems,
Massive Open Online Course (MOOC)
Platforms and Self-directed learning content
that aims to students, and educators
(UNESCO, 2020a). Distance learning is a
solution to continue the education system,
but owing to the lack of internet access, IT,
instructional materials and emerging
technologies makes it challenging for
teachers and students (Mustafa, 2020).
However, individuals can become conscious
of their own learning needs through lifelong
learning and they can determine how they
want to gain awareness. Lifelong learning
helps individuals who pursue self-
development or further education to be
autonomous and versatile in fulfilling their
learning needs (Aspin and Chapman, 2001).
One of the main goals of lifelong learning is
to equip individuals with abilities and
competencies that enable them to learn on
their own (Candy, 1990). Based on these
concepts and anchored in these principles
of lifelong learning, Department of
Education (DepEd) acknowledges the value
of professional expectations in the ongoing
professional growth and advancement of
teachers (Deped Order No. 42, s. 2017).
They also recognizes improving the quality
of teachers with skills that are necessary for
lifelong learning that has become
increasingly important for them to respond
to rapid changes, especially in terms of
knowledge acquisition. Lifelong learning
includes numerous abilities known as
twenty-first century abilities, and these
abilities are believed to be increasingly
important in knowledge societies. Self- variety of different terms. Founded on the
directed learning abilities are part of these teaching principles of life-long learning,
(Mocker & Spear, 1992). Self-directed developing self-directed learning abilities is
learning is a way of turning individuals into significant to adopt distance learning as the
lifelong learners, according to Candy (1990). pandemic drives face-to-face learning to
online learning.
Self-directed learning, also known as
learning by oneself, refers in its broadest The purpose of this study,
sense to the willingness of individuals to
take initiative to recognize their own
learning needs. It also refers to their ability
to define their learning objectives, their
ability to identify the sources they need to
learn, their ability to choose/use effective
learning strategies and evaluate learning
performance with or without an outsider's
assistance (Knowles, 1975). Self-directed
learning is a process in which individuals are
solely responsible for the planning,
continuity and analysis of their experiences
of learning (Merriam et al., 2007). In self-
directed learning, the responsibility for
learning transfers to the student from an
external source (teacher, etc.). In this
process, supervision and active participation
of the learner in the learning process is
essential (Boyer and Usinger, 2015; Grover,
2015). The conceptualization, design,
implementation and assessment of learning
led by learners also involves self-directed
learning (Brookfield, 2009). Self-directed
learning helps people to develop their self-
confidence, freedom, inspiration and
lifelong learning skills (O’Shea, 2003).
Cameron (1997) claimed that self-
management, self-monitoring, and
motivation should be included in a
systematic model for SDL. This studies show
the self-directed learning is linked to in a