Learners should be their own teachers - a classic educational demand and at the same time a highly relevant trend in educational sciences and pedagogical psychology. However, in the discussion about self-directed learning, the means and the end often become intertwined. Therefore, clarifying central questions is essential: What is self-directed learning and why is it gaining increasing pedagogical significance? How does self-directed learning differ from traditional forms of learning? Are there tools that are particularly suitable for diagnosing self-directed learning? What relationships exist between self-directed learning and other concepts such as free work or open teaching? How can self-directed learning be specifically promoted under the current conditions of teaching in schools and universities?.