Today's global educational environment includes the emergence of adult learners participating in formal and informal educational encounters for the purposes of professional development or personal enrichment. These learners must possess the conceptual and attitudinal idea of self-directed learning in order to be skilled workers and fulfilled human beings. "Self-Directed Learning Strategies in Adult Educational Contexts" is a critical scholarly publication that examines the impacts of self-directed learning methods and strategies on adult learning in various formal and informal learning situations and educational encounters. Featuring topics such as andragogy, learning analytics, and educational technologies, this book is geared toward adult educators, administrators, principals, professors, human resource managers, educational professionals, and researchers working in the fields of andragogy, adult learning theory, professional development, instructional technology, and curriculum development. This book contains the following chapters: (1) The Value of Pacing in Promoting Self-Directed Learning (Itumeleng I. Setlhodi); (2) Undergraduate Student Perception of Caring and Trust: How Those May Relate to Student Engagement in Self-Directed Learning (Pamela Lee Grant); (3) Can Blended Learning Enhance Students' Tendency to Regulate Their Own Learning?: An Experience From Pedagogical Experiments (Aweke Shishigu, Kassa Michael, and Mulugeta Atnafu); (4) Learner Autonomy: A Cultural Perspective From Libya (Abdallah Elmahjoub and Terry Lamb); (5) The Nature of Success in Doctoral Education: The Roles of the Student, the Advisor, and Goals (Preston B. Cosgrove); (6) The Socratic Way and Adult Learning: Exploring a Nelsonian View of the Socratic Method in Self-Directed Learning Encounters (Frank G. Giuseffi); (7) Self-Directed Learning Strategies in Adult Educational Contexts: Helping Students to Perceive Themselves as Having the Skills for Successful Learning (Roaa Aljafari); (8) Overview of Learning From Past to Present and Self-Directed Learning (Cihad Sentürk and Gülçin Zeybek); (9) Learning How to Clarify Complex Concepts for Children Through Naturalistic Inquiry: Moving Beyond Simplification (William Farrelly and Caroline Linse); and (10) Designing Innovative Faculty Development Initiatives Through the Lens of the Adult Learner (Amy Gaimaro and Amy Lomellini). A section about the contributors and an index are also included.