Students should be given the opportunity to direct their own learning in a supportive environment not only by regulating their own performance but also by selecting individual learning objectives as a first step. Regardless of the fact that self-directed learning is widely used in higher education, there is little direct evidence on the strategies that improve its efficiency as well as on the factors that influence students' engagement in self-directed learning. When indoctrinating self-directed learning in higher education, teachers should always keep in mind that the starting point is definitely the student and therefore their interests and vision of learning should be respected. In this, the teacher perceives the student and his world as a resource to be exploited for learning and teaching in the classroom. One of the key characteristics of self-directed learning is that students typically assume significant responsibility for personal learning above and beyond reacting to instruction. This implies that their teachers have an important role in helping them acquire the skills necessary for self-directed learning. To do this, they must clearly understand the perception of self-management