Longitudinal self-directed competence development of university students through self-reflection

This article presents and explores a framework for self-directed competence development (SDCD) for tertiary students to advance conceptual understanding and practical applications of self-development approaches for the critical assimilation of core competences. The study is based on a four-year longitudinal follow-up of science students from four bachelor’s degrees in a science faculty. The students reflected on five basic self-development...