Self-Directed Learning Modules for Postgraduate Academic Writing: A Systematic Review (2020–2025) and Proposed Educational Framework
DOI:
https://doi.org/10.59175/pijed.v4i2.863Keywords:
Academic Writing Instruction, Postgraduate Students, Self-Directed Learning Modules, Systematic ReviewAbstract
This systematic review investigates how self-directed learning (SDL) modules support postgraduate academic writing instruction. Articles were identified through Google Scholar searches using the Publish or Perish application, limited to publications from 2020–2025. Following PRISMA procedures, eligible studies were screened and synthesized to evaluate reported impacts of SDL-based modules on academic writing development and to map recurring implementation constraints. The synthesis shows that SDL modules commonly strengthen writers’ conceptual clarity, rhetorical organization, and citation practices, while also improving learner autonomy, confidence, and self-regulation during drafting and revision. However, the literature reveals persistent weaknesses: module designs are often under-specified methodologically, learner readiness varies due to unequal digital and academic literacy, and evidence remains dominated by non-experimental designs with limited longitudinal tracking particularly within Indonesian higher-education settings. The novelty of this review lies in consolidating recent SDL-module evidence specific to postgraduate academic writing while foregrounding Indonesian scholarship within the broader international conversation. Practically, the findings suggest that scalable SDL modules should embed explicit learning pathways, guided reflection, and transparent assessment rubrics, alongside targeted supports for digital and academic literacy. Overall, this study contributes an updated evidence map and a research agenda encouraging more rigorous experimental and multi-site longitudinal studies across disciplines and institutions.
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