Lam, Nam LanNam LanLam2025-12-152025-12-152025-11https://dspace.usj.edu.mo/handle/123456789/6738This study explores how primary school teachers in Macau understand and put into practice Self-Directed Learning (SDL) within the General Studies curriculum. Although learner autonomy is widely promoted in international discussions, little is known about how it plays out in local classrooms. To address this, I worked with ten General Studies teachers and looked at their everyday teaching practices. The research was guided by three questions: (1) How do teachers shift from directing lessons to facilitating them? (2) What practical strategies help students take more responsibility for their learning? (3) What kinds of support are necessary to make SDL sustainable in schools? Using a qualitative case study approach, I collected data through semi-structured interviews and then analyzed it thematically, drawing on Braun and Clarke’s framework. The findings suggest that teachers are slowly rethinking their roles. They often combine traditional methods with new approaches such as goal setting, reflection routines, and peer support. Classroom diversity required careful scaffolding, and teachers pointed to the importance of leadership backing and ongoing professional development. Overall, the study shows that SDL in Macau is less about adopting a single technique and more about building a supportive culture across schools. These insights contribute to the discussion of SDL in Asian contexts and point to practical directions for policy and teacher training.enLearner autonomySelf-regulationGeneral Studies (GS)Primary educationMacauSelf-Directed Learning (SDL)Teacher perceptionstext::thesis::master thesis