Some theoretical issues on developing self-learning ability for university students

Abstract

In the realm of contemporary higher education, the enhancement of students’
self-learning ability has emerged as a critical priority. This capacity is not merely a
fundamental prerequisite for aligning with trends in educational innovation but also
a vital cornerstone for augmenting students’ learning efficiency and fostering lifelong
skills. This article aims to elucidate key theoretical aspects related to self-learning ability,
to establish criteria for its assessment, to identify tools for evaluating its development,
and thereby proposing methodologies for boosting this ability for university students.