Development of Self-navigating Learning within the Curriculum; Concepts and Perspectives

The aim of the present study was to take a descriptive-analytical look at self-navigated learning within the curriculum. In the current world where knowledge is constantly being changed and improved, dealing with novel and new concepts in a significant aspect of encountering individuals, thus making leaning skills a vital condition for learners’ success. Developing and enhancing self-navigated learning is a major aim of secondary education because students are expected to reach a level of competence th be able to recognize their own educational needs and strive to provide them and evaluate their own learning even without getting a place in any specific educational system. Also, training of teachers and lerning of students have become severely professionalized in the current era so that teaching methods are required to respond to complexities of teaching-learning needs. Through library studies and studying previous theories it was understood that self-navigated learning, because of its reliance on cognitive processes, facilitates learning, planning, self-assessment, review and generally, metacognitive learning. Therefore, considering advantages of self-navigated learning, careful attention to this kind of learning seems essential.