Inclusive Learning and Educational Equity 5

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A. Galkien
ė and O. Monkevičienė

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© The Author(s) 2021
A. Galkien
ė, O. Monkevičienė (eds.), Improving Inclusive Education through 
Universal Design for Learning
, Inclusive Learning and Educational Equity 5, 
https://doi.org/10.1007/978-3-030-80658-3_8
Chapter 8
A Strategic and Goal-Directed Student: 
Expectations vs. Reality
Rasa Nedzinskait
ė-Mačiūnienė and Gerda Šimienė 
Abstract The characteristic of an expert learner has recently been widely discussed 
in the research literature. The expert learner is a learner who is self-directed, self- 
governed, motivated, resourceful, knowledgeable, able to learn effectively and effi-
ciently, approaches academic tasks with diligence and confidence and employs 
appropriate strategies to reach the desired academic goals. The act of goal setting is 
often associated with students’ learning-to-learn skills and deeper engagement in 
their learning process, whereas the choice of appropriate learning strategies 
increases their capacity to manage their learning. In this respect, the latter aspect – 
strategic and goal-directed learning of an expert learner – necessitates deeper inves-
tigation and analysis. Hence, this chapter presents how we can guide students to 
become strategic and goal-directed in their learning while striving for the attainment 
of knowledge and skills, as well as incorporating and applying a variety of learning 
strategies to optimise their academic performance.