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Self-learning in the digital age: Insights from high SES primary school students in Türkiye and Azerbaijan
(Routledge, 2024) Göçen, Ahmet; Akan Baghirli, Sevda Nur
This study examines the self-learning sources and practices of 10–11-year-old primary school students from high socioeconomic backgrounds inTürkiye and Azerbaijan. Through semi-structured interviews withstudents and parents (n = 26), the research explores self-learningdiversification and strategies in the digital age. Findings reveal that self-learning experiences do not differ significantly between the twocountries. Both digital and physical resources are integral to students’learning efforts. While there is a shift from print materials towards theinternet, family and peers maintain their traditional significance,providing crucial support for students’ self-learning processes. Emotionsplay a key role in navigating the self-learning journey, where challengessuch as managing the abundance of online information and avoidinginappropriate content persist. Family dynamics exhibit a spectrum ofsupport, including both direct interaction and digital engagement. Theresearch highlights the crucial roles of self-regulation, digital resources,and familial and peer support in fostering learning achievement amongthese students.