Cross-cultural dynamics of self-directed learning: an SEM analysis of enrichment activities and psychological constructs

This study explored the role of enrichment activities in promoting Self-Directed Learning (SDL) among students across Ireland, Portugal, and Saudi Arabia using Structural Equation Modeling. The analysis revealed a robust model fit, indicating significant relationships between enrichment activities and SDL, with model fit indices (CFI = 0.961, TLI = 0.937, RMSEA = 0.037, SRMR = 0.027). A notable finding was the variance in the impact of factors such as school support, family support, and ICT resources on SDL across different cultural contexts. The study achieved metric invariance, suggesting that the structure of the relationship between enrichment activities and SDL is consistent across countries. However, unstandardized factor loadings for Family Support for Self-Learning varied significantly, highlighting cultural differences in the perception of family support in facilitating SDL. This cross-cultural validation of the SDL Enrichment Model underscores the importance of contextualizing educational strategies to accommodate cultural differences in supporting SDL.