Faculty professional development represents a strategic priority at both global and local levels, reflecting its critical role in sustaining educational quality amid the rapid transformations of the 21st century. Within this context, self-directed professional development (SDPD) refers to faculty members’ autonomous engagement in purposeful learning activities that extend beyond institutional programs—such as pursuing independent study, engaging in scholarly networks, contributing to academic publications, or mastering emerging digital tools. This study adopts a systematic literature review approach, sourcing peer-reviewed studies published between 2015 and 2024 from major academic databases. Through an integrative synthesis, the paper explores contemporary approaches and strategies underpinning SDPD in higher education, identifying both conceptual frameworks and practical trends. Findings reveal five interrelated dimensions: psychological (motivation, self-efficacy, reflective practice), academic (Attending conferences, training courses, and scholarship opportunities), research (Participation in collaborative and funded research teams), behavioral (time management, goal setting, peer learning), and technological (digital literacy, online professional communities). Each dimension exemplifies how educators navigate self-initiated growth to enhance teaching, research, and institutional impact. The review addresses a key research gap by consolidating fragmented evidence on SDPD, offering a structured framework that bridges theory and practice. Implications emphasize the need for higher education institutions to integrate self-directed pathways within their professional development policies, fostering cultures of lifelong learning and reflective autonomy.

Authors:
Faiza Adil Gonaim, University of Jeddah, Saudi Arabia

About the Presenter(s)
Faiza Adil Gonaim, Professor of Educational Administration at the University of Jeddah and Vice-Dean for Research & Innovation. Her interests include leadership, innovation, and quality in higher education. Current project: self awarenes & Leadership

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