Autodidacticism as a Foundational Pillar of Lifelong Learning: A Conceptual Inquiry

Abstract

This article presents a conceptual inquiry into the role of autodidacticism as a foundational pillar of lifelong learning. In contemporary educational discourse, lifelong learning is widely promoted as essential for personal development, social inclusion, and adaptability in a rapidly changing world. However, much of the literature tends to focus on institutional mechanisms and formal frameworks, often overlooking the intrinsic qualities that sustain continuous learning beyond structured environments. This study argues that autodidacticism (defined as self-initiated, self-regulated, and intrinsically motivated learning) is not only compatible with lifelong learning but constitutes its conceptual core. Through an analytical review of relevant philosophical, psychological, and educational literature, the article identifies key elements of autodidacticism, such as learner autonomy, intrinsic motivation, self-regulation, and reflective practice. These are then compared with the central features of lifelong learning, including continuity, flexibility, learner-centeredness, and adaptability. The analysis reveals significant conceptual overlaps, indicating that autodidacticism serves as the internal engine that enables lifelong learning to function meaningfully across formal, non-formal, and informal contexts. Furthermore, the article emphasizes the importance of cultivating autodidactic dispositions in educational practice and policy, ensuring that learners are equipped not only to receive knowledge but also to pursue it independently throughout their lifespan. In doing so, this inquiry affirms the philosophical and pedagogical necessity of recognizing autodidacticism as a foundational element in any serious vision of lifelong learning.