Key Approaches to the Study and Implementation of Self-Education as a Form of Continuous Learning

This article examines methodological approaches to self-education as one of the manifestations of lifelong learning. It analyzes existing concepts of self-education, taking into account age-related characteristics and types of learning. The interdisciplinary nature of the concepts of “self-education” and “self-direction” is explored, as well as the scientific categories of “self-learning” and “self￾organization” in higher education. The role of the mentor as a supporting link in the learning process is emphasized. Based on theoretical analysis and practical experience, the authors identify the potential and challenges of self-organization in education. The article discusses the advantages, criticisms, and prospects of using self-organization, developing self-organization as a key quality in learners, and integrating digital technologies into the self-education process