Systematization of research on knowledge self-management in user orientation in the Education at a Distance modality

Abstract

Introduction: Self-directed learning in user guidance within the Distance Education (DE) modality is related to educational, technological, and social development in the current university context. It seeks to optimize training strategies and foster students' autonomous learning, responding to the challenges inherent in their education. Systematizing research in this field is essential for integrating and disseminating knowledge derived from diverse academic and technological experiences, highlighting its impact on the quality of learning and knowledge management in virtual environments. Materials and methods: Document analysis, critical synthesis, methodological triangulation, and reflective workshops with specialists, tutors, and university librarians were applied. Results: Challenges were identified in the integration and application of guidance strategies, as well as limitations that hinder the development of integrated and contextualized knowledge for the virtual modality. Discussion: This study provides a solid foundation for strengthening training processes in DE, promoting cognitive autonomy, responsibility in learning, and the efficient use of technological resources—key elements for Higher Education. Conclusions: Active student participation and the adaptive flexibility of educational guidance in virtual environments play a decisive role in fostering the development of skills and competencies that ensure meaningful holistic education. This, in turn, improves the understanding and refinement of self-directed learning in distance education, highlighting the need for contextualized and collaborative guidance strategies adapted to the virtual educational reality.