The Formation of the Learner Self in Contemporary Iraqi Educational Thought

Abstract

This research aimed to explore how the learner self is formed within contemporary Iraqi educational thought, identify its concept, nature, and dimensions, and clarify the educational foundations and ideas that contributed to determining its position and role in the educational process, while explaining its relationship with learning and personal transformation. The research adopted the descriptive-analytical method through reviewing and analyzing scientific literature and Arab and foreign studies related to the self, self-concept, the learner self, and contemporary educational thought.

The findings revealed that the learner self is not formed merely through the direct acquisition of knowledge; rather, it develops continuously through the learner’s interaction with educational, social, and cultural experiences, as well as with the teacher, curriculum, and educational environment. The findings also indicated that the formation of the self is associated with the learner’s perception of oneself and abilities, the level of participation in the learning process, and the opportunities available for initiative, dialogue, thinking, and assuming responsibility for learning. The literature further demonstrated that self-concept represents a multidimensional construct influenced by experiences, the environment, and significant individuals in the learner’s life. Moreover, the learner self extends beyond the academic self-concept to include dimensions related to agency, self-care, and self-reconstruction through learning and experience.

The research recommended strengthening educational practices that support learner autonomy and participation, developing curricula and teaching methods that consider the dimensions of the learner self, and providing educational environments that encourage thinking, dialogue, and self-directed learning.