Self Determined

In many educational spaces, children are told what to learn, when to learn, and how to learn. Decisions about goals, methods, pace, and evaluation are usually made by adults, while children are expected to follow instructions. Over time, this shapes learning into something external—something done to children rather than something owned by them. At Vismaya Kalike, we attempt to reimagine learning differently. We ask a simple but demanding question: can children participate in shaping their own learning journeys? Self-determined learning emerges from this question.

Self-determined learning refers to environments where learners gradually gain ownership over what, how, and why they learn. It does not mean children are left alone to figure things out without support. Rather, it means learning spaces are designed so that children increasingly participate in decision-making, goal-setting, exploration, and reflection. They learn to choose, plan, try, revise, and take responsibility for their own learning processes.

A strong theoretical foundation for understanding this comes from Self-Determination Theory (SDT), developed by Edward Deci and Richard Ryan. SDT argues that human beings are naturally inclined toward growth, curiosity, and learning when three psychological needs are supported: autonomy, competence, and relatedness (Ryan & Deci, 2000; Ryan & Deci, 2020).

Autonomy refers to experiencing oneself as the author of one’s actions. It does not mean complete independence or absence of guidance. Instead, it means feeling that one’s actions are meaningful and chosen rather than forced. When children feel coerced or constantly directed, motivation becomes external—they work for rewards, approval, or fear of punishment. When autonomy is supported, motivation becomes internal: children act because they are interested, curious, or see value in what they are doing.

Competence refers to the experience of being capable and effective. Children need opportunities to experience success, improvement, and mastery. Tasks that are too easy lead to boredom, while tasks that are too difficult lead to frustration. Self-determined learning environments create opportunities where children can attempt challenges at appropriate levels, receive feedback, and see themselves growing.

Relatedness refers to feeling connected and respected within a community. Learning rarely happens in isolation; it is relational. Children engage deeply when they feel safe with peers and facilitators and when they know their ideas matter. Belonging supports risk-taking, questioning, and sustained engagement.

When these three needs are supported, motivation becomes intrinsic. Children explore, experiment, and persist not because they are forced, but because learning itself becomes meaningful.

Evidence from alternative learning spaces further shows how self-determined environments influence children’s development. Research on Forest Schools, for example, shows that environments where children are given time, space, and freedom to explore outdoors lead to increased confidence, cooperation, independence, and engagement (Leather, 2018). In such spaces, children decide what to investigate, how to collaborate, and how to navigate challenges. Facilitators guide and support rather than control. Learning unfolds through exploration, negotiation, and reflection.

Studies examining children’s flourishing in outdoor and alternative education settings show that when children have space to make choices and solve problems, they develop resilience, confidence, and social competence. Learning becomes connected to lived experience rather than abstract instruction. Importantly, children who often struggle in conventional classrooms frequently thrive in such environments, discovering new strengths and identities as learners.

These findings challenge a common adult anxiety: are children capable of making meaningful choices about their learning? Research suggests that while children need support, they are capable of developing decision-making and responsibility when environments allow them to practice these capacities gradually. Choice alone is not enough; children also need structures that help them translate preferences into action. Facilitators help children plan activities, reflect on experiences, solve conflicts, and follow through on ideas. Self-determination grows through guided participation rather than abandonment.

This raises an important distinction: self-determined learning is not about free but shallow choice. Allowing children to pick activities randomly without reflection does not build autonomy. Meaningful choice involves ownership, commitment, and reflection. Children learn to ask: What do I want to explore? How will I do it? What happened? What will I try next? Over time, this cultivates responsibility and intentionality.

Self-determination can also be observed qualitatively in learning spaces. Evidence appears in children initiating activities, negotiating rules, asking questions, planning projects, persisting through challenges, seeking feedback, and reflecting on outcomes. It appears when children see themselves as capable contributors rather than passive participants. Facilitators begin to observe children taking leadership in play, organising group activities, proposing solutions, and supporting peers.

Another question concerns development: does the need for autonomy, competence, and relatedness change as children grow? SDT research suggests that while these needs remain constant across age groups, the ways they are supported must evolve. Younger children may need more scaffolding in making choices, while older children can participate in more complex decision-making. Self-determined learning therefore grows gradually, with increasing participation and responsibility over time.

For Vismaya Kalike, self-determined learning is closely linked to our commitment to agency and dignity. Many children we work with come from environments where decisions are made for them—at home, at school, and in society. Offering spaces where children can make choices, try ideas, and influence their environment helps restore a sense of ownership and voice. Learning becomes something they do, not something done to them.

In our centres, this appears in children choosing activities, designing games, exploring projects, negotiating group decisions, and shaping the culture of the space. Facilitators do not disappear; instead, their role shifts from instruction to accompaniment. They help children ask better questions, reflect on experiences, and extend learning further.

Self-determined learning is also preparation for uncertain futures. In a world where jobs, technologies, and social conditions change rapidly, the ability to learn continuously, make decisions, collaborate, and adapt becomes more important than mastering fixed content. When children learn how to learn, they carry that capacity beyond any particular subject.

Ultimately, self-determined learning is about trust—trust that children are capable of curiosity, responsibility, and growth when given supportive environments. At Vismaya Kalike, creating such environments means designing spaces where children can explore, choose, reflect, and participate meaningfully. Over time, children begin to see themselves not just as learners, but as people capable of shaping their own journeys.

References

Leather, M. (2018). A critique of Forest School, or something lost in translation. Journal of Outdoor and Environmental Education, 21(1), 5–18. https://doi.org/10.1007/s42322-018-0018-5

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68

Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860