Abstract:

This paper investigates the role of digital self-directed learning (SDL) tools in supporting writing development within university writing centres. As academic environments increasingly integrate technology, writing centres are presented with unique opportunities to enhance traditional tutoring with digital resources that foster autonomous learning. This study explores how digital SDL tools—such as online writing platforms, interactive feedback applications, and digital literacy modules—can empower students to take ownership of their writing process, refine their skills independently, and engage in continuous improvement beyond face-to-face sessions. Drawing on both SDL theory and writing centre pedagogy, the paper examines the effectiveness of digital SDL tools in promoting critical self-assessment, goal setting, and iterative learning in students. We analyse case studies of digital interventions in university writing centres to assess student engagement, skill development, and perceived agency in their learning journeys. Findings indicate that digital SDL resources when strategically incorporated into writing centre support structures, enhance students' writing proficiency, autonomy, and long-term academic success. This paper concludes with recommendations for the integration of digital SDL tools in writing centres, highlighting best practices that promote self-directed learning and equip students with the skills needed for academic and professional writing.

Keywords:

Technology, Digital, Self-Directed Learning, Writing.