Self-directed learning (SDL) has been recognised as an imperative skill for students. To meet the demands in today's educational atmosphere, SDL is indispensable. Numerous higher education institutions (HEIs) have made SDL a part of the curriculum. The main persistence of education for students must be to cultivate the skills of inquiry, and more decisively, to continue obtaining new knowledge effortlessly and skilfully for the rest of their lives. It is no longer practical to outline the persistence of education as conveying what is known; thus, it is imperative for students to continuously scale new heights of knowledge effortlessly and competently. Continuous SDL has been acknowledged as a vital ability for students. This theoretical article deals specifically with criteria on how SDL can be structured within the learning environments of HEIs in order to cultivate and empower students as continuous self-directed students.