Self-directed Teaching-Learning Strategy ‎Requirements, Proportionate‎ to Generational Characteristics of Today's Students

The present study was conducted with the aim of identifying and explaining the requirements ‎of self-directed teaching-learning strategy appropriate to ‎the characteristics of students of ‎‎today's undergraduate ‎students‎ using mixed exploratory (Consecutive exploration)‎‏ ‏method. In ‎the qualitative section, semi-structured interviews were conducted with 29 national experts on ‎the subject of research and was analyzed structurally and interpretively by content analysis ‎method. The statistical population of the quantitative section included faculty members and ‎undergraduate students that the research sample was selected by stratified method, appropriate ‎to the volume. The data for quantitative section were collected through a researcher-made ‎questionnaire extracted from the qualitative section and descriptive and inferential statistics ‎were used to analyze it. According to the research findings, from the perspective of experts, ‎professors and students, 9 indicators are the most important requirements of the self-directed ‎teaching-learning strategy, appropriate to the generational characteristics of today's ‎undergraduate students that should be considered by Faculty Members.‎‏ ‏Among the 9 ‎indicators, five elements: "The necessity of students' self-management in learning", "Student ‎participation in teaching" , "Guiding students to lifelong learning", "Paying attention to ‎students' individual talents in the form of homework" and "Applying Students' favorite ‎teaching methods" are at the top.