|Chapter title||Learner autonomy: A cultural perspective from Libya|
This chapter explores teachers’ perceptions of learners’ readiness to adopt autonomous roles and to develop their critical and analytical thinking. The chapter reports on an ethnographic study investigating teachers’ views on whether the notions of learner autonomy and critical and analytical thinking can be developed in the Libyan cultural context. The reason behind this exploration is that Libyan culture is one of the Middle Eastern cultures in which some educationalists believe learner autonomy to be inappropriate. The study’s findings suggest that notions of autonomy, critical and analytical thinking, and creativity can well be fostered in the context of this study.
|Keywords||learner autonomy, cultural perspective, Libya|
|Book title||Self-directed learning strategies in adult educational contexts.|
|Published||26 Mar 2019|
|Place of publication||Hershey, PA, USA|
|Digital Object Identifier (DOI)||https://doi.org/10.4018/978-1-5225-8018-8.ch004|
|Web address (URL)||https://www.igi-global.com/gateway/chapter/full-text-pdf/224466|