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SYSTEMATIC REVIEW article

Front. Educ.
Sec. Language, Culture and Diversity
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1433484

An Intervention Model for Developing Self-Directed Learning Skills in NEET-Youth: A Literature Review An Intervention Model for Developing Self-Directed Learning in NEET-youth: A Literature Review

Provisionally accepted
Kerli Kõiv Kerli Kõiv 1*Katrin Saks Katrin Saks 1Ilke E. Gencel Ilke E. Gencel 2Kaan Mert Güven Kaan Mert Güven 3Abraham Azzopardi Abraham Azzopardi 4Valentina Todoroska Valentina Todoroska 5Elena Petkovska Elena Petkovska 5
  • 1 University of Tartu, Tartu, Estonia
  • 2 Izmir Democracy University, Karabağlar, Izmir, Türkiye
  • 3 Institute of Health Sciences , Acibadem University, Istanbul, Türkiye
  • 4 Prisms, Birkirkara, Malta
  • 5 Other, Skopje, North Macedonia

The final, formatted version of the article will be published soon.

    In response to the growing need for self-directed learning (SDL) skills in a rapidly changing world, research was conducted to map interventions that support SDL skills, aiming to find a model for supporting SDL skills in NEET-youth. SDL competencies support continuous personal development and coping with change.There is a significant number of young people in society who do not participate in working life, education, or training (NEET-youth) and are characterised by a low level of education. Little has been done to support SDL skills interventions for them; however, bringing young people back to the education path is a crucial issue. This raises important questions about which supportive approach and tools are most beneficial for developing SDL skills in NEET-youth, and how best to implement them. This literature review is based on the analysis of 25 articles. The results of the study showed that SDL interventions have not been used for NEET-youth, and therefore, the new model was created. In the case of NEET-youth the SDL intervention should be seen as a non-formal learning process that combines various activities that enable self-reflection and real-life experiences for acquiring new positive learning experiences.

    Keywords: Self-directed learning, NEET-youth, Dropouts, support, intervention

    Received: 15 May 2024; Accepted: 30 Jul 2024.

    Copyright: © 2024 Kõiv, Saks, Gencel, Mert Güven, Azzopardi, Todoroska and Petkovska. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Kerli Kõiv, University of Tartu, Tartu, Estonia

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.