Developing Self-Directed Learning Guidelines Through the Experiences of Architecture and Fine Arts Students

The abrupt transition to online education introduced by the COVID-19 pandemic necessitated university students’implementation of Self-Directed Learning (SDL) practices, especially those who belonged to design-related programs with high-contact studio courses. This descriptive study aimed to explore how Third- and Fourth-Year students of Architecture and Fine Arts at Manuel S. Enverga University Foundation adapted to SDL during the transition to remote learning. Using purposive sampling, 144 students participated— comprising 70 Third Year and 74 Fourth-Year students, with 131 enrolled in the Bachelor of Science in Architecture program and 13 in Fine Arts and Design. Information was gathered using questionnaires filled out online using platforms like Neo LMS, Google Classroom, Edmodo, Facebook, and Messenger. This study adopted a quantitative research design and applied a critical approach to data analysis in order to generate a detailed descriptive interpretation of the results. Findings indicated that students established personalized routines, juggling schoolwork alongside household chores depending on guidance from mentors and students. In spite of internet connectivity and domestic circumstances challenges, students illustrated adaptability, resilience, and initiative. The research places emphasis on mentorship, feedback, and adaptive learning models as essential for maintaining SDL in design education. The findings provide a foundation for enhancing remote teaching methodologies that recognize multiple learning contexts.