Exploring Self-Directed Learning Among Military Veterans Transitioning to Higher Education: Challenges, Opportunities, Supports, and Resources

Abstract

This chapter examines the challenges and opportunities veterans face as they shift from the structured learning environments of the military to the more autonomous, self-directed learning (SDL) models prevalent in higher education. The study highlights key contrasts between military and higher education learning context, focusing on veterans’ struggles with increased autonomy and time management, as well as the need for new learning strategies that emphasize interaction and reflection rather than rote memorization. Through qualitative research, the chapter explores the experiences of student veterans and instructors in a special-topics university course designed to facilitate this transition. Findings reveal several important themes, including the importance of fostering a sense of community, structured support systems, and the pivotal role of educators in helping veterans adapt to SDL. The chapter also underscores the benefits of SDL for lifelong learning and provides insights for institutions on how to better support student veterans in this critical transition.