Personal statement

My research focuses on understanding how pedagogy in formal education can be oppressive or emancipatory in terms of fostering competence in self-directed lifelong learning - which can afford a person the adaptability necessary to meet the challenges we face in our rapidly changing world.

Academic qualifications

  • PhD (Doctor of Education; University of Kaiserslautern, Germany)
  • Fellow of the Higher Education Authority (FHEA)
  • Postgraduate Certificate in Education (PGCE)
  • Qualified Teacher Status (QTS)
  • MSc (University of Exeter)
  • BSc (Loughborough University)

Teaching subjects

  • Professional Doctorate in Education (Supervisor)
  • Research Methods in Social Science EDU7101 (Supervisor)
  • Research and the Professional Part 2 EDU7103 (Supervisor)
  • Education for Change EDU4000 (Module Leader)
  • Sociology of Education EDU5104 (Module Leader)
  • Constructions of Early Childhood ECS4002 (Module Leader)
  • Dissertation Project Part 1 EDU6000 (Module Tutor)
  • Dissertation Project Part 2 EDU6001 (Module Tutor)

External roles

PhD Research supervision

Prospective PhD or EdD Students are welcome, especially those interested in:

Understanding and advocation of learning environments that enable lifelong learning, learner growth, development, and freedom. In particular, understanding one or more of the following dimensions of learning and its facilitation:

  • Self-Directed Learning
  • Experiential Learning
  • Preparing Children for Lifelong Leaning
  • Teaching and Learning in Formal Schooling
  • Lifelong Learning
  • Didactics of School Education
  • Adult Learning
  • Continuing Education in the Professions

Research and academic outputs

Go to ResearchSPAce

An analysis of Rolf Arnold's systemic-constructivist perspective on self-directed learning
book_section

Morris, T.H (2019) 'An analysis of Rolf Arnold's systemic-constructivist perspective on self-directed learning.' In: Rohs, M, Schüßler, I, Müller, H-J and Schiefner-Rohs, M, eds. Pädagogische Perspektiven auf Transformationsprozesse: Reflexionen auf Rolf Arnolds Forschen und Wirken. wbv, Bielefeld, Germany, pp. 301-313. ISBN 9783763958399

Editorial - Skills, skills, skills! The European Commission’s endorsement of a Skills-First approach and the future of adult education and lifelong learning
article

Milana, M, Brandi, U, Hodge, S, Hoggan-Kloubert, T and Morris, T.H (2025) 'Editorial - Skills, skills, skills! The European Commission’s endorsement of a Skills-First approach and the future of adult education and lifelong learning.' International Journal of Lifelong Education, 44 (2). pp. 127-130. ISSN 0260-1370

Self-directed flourishing: a conceptual meta-framework for dealing with the challenges of 21st-century learning and education
article

Mountbatten-O'Malley, E and Morris, T.H (2025) 'Self-directed flourishing: a conceptual meta-framework for dealing with the challenges of 21st-century learning and education.' Quality Education for All, 2 (1). pp. 171-189. ISSN 2976-9310

Self-directed learning - a framework for inclusion ‘in’ and ‘through’ education – a systematic review
article

Morris, T.H, Koutsouris, G, Stentiford, L and Bremner, N (2025) 'Self-directed learning - a framework for inclusion ‘in’ and ‘through’ education – a systematic review.' Review of Education, 13 (1). e70028. ISSN 2049-6613

Editorial - Temporality and lifelong education and learning
article

Brandi, U, Hodge, S, Hoggan-Kloubert, T, Milana, M and Morris, T.H (2025) 'Editorial - Temporality and lifelong education and learning.' International Journal of Lifelong Education, 44 (1). pp. 1-5. ISSN 0260-1370

Editorial - Social justice through lifelong education: the balancing of self-directed learning outcomes towards ourselves and others
article

Morris, T.H, Brandi, U, Hodge, S, Hoggan-Kloubert, T and Milana, M (2024) 'Editorial - Social justice through lifelong education: the balancing of self-directed learning outcomes towards ourselves and others.' International Journal of Lifelong Education, 43 (6). pp. 573-578. ISSN 0260-1370

Editorial - Social movements and lifelong learning – learning for change or learning for democracy?
article

Hoggan-Kloubert, T, Brandi, U, Hodge, S, Milana, M and Morris, T.H (2024) 'Editorial - Social movements and lifelong learning – learning for change or learning for democracy?' International Journal of Lifelong Education, 43 (5). pp. 467-472. ISSN 0260-1370

Four dimensions of self-directed learning: a fundamental meta-competence in a changing world
article

Morris, T.H (2024) 'Four dimensions of self-directed learning: a fundamental meta-competence in a changing world.' Adult Education Quarterly, 74 (3). pp. 236-254. ISSN 0741-7136

Editorial - In times of trouble, what is the role of lifelong education and educators?
article

Hodge, S, Brandi, U, Hoggan-Kloubert, T, Milana, M and Morris, T.H (2024) 'Editorial - In times of trouble, what is the role of lifelong education and educators?' International Journal of Lifelong Education, 43 (2-3). pp. 87-92. ISSN 0260-1370

Homeschooling in a digital age: how digital technologies can help children foster a love for (self-directed) lifelong learning
article

Morris, T.H and Pannone, S.J (2024) 'Homeschooling in a digital age: how digital technologies can help children foster a love for (self-directed) lifelong learning.' International Review of Education, 70. pp. 29-50. ISSN 0020-8566

Self-directed learning and student-centered learning: a conceptual comparison
article

Morris, T.H, Bremner, N and Sakata, N (2023) 'Self-directed learning and student-centered learning: a conceptual comparison.' Pedagogy, Culture & Society. ISSN 1468-1366

Reimagining online teacher education: combining self-directed learning with peer feedback for interaction and engagement
article

Morris, T.H, Schön, M and Drayson, M.C (2023) 'Reimagining online teacher education: combining self-directed learning with peer feedback for interaction and engagement.' Journal of Research in Innovative Teaching & Learning. ISSN 2397-7604

The potential for digital technology to support self-directed learning in formal education of children: a scoping review
article

Morris, T.H and Rohs, M (2023) 'The potential for digital technology to support self-directed learning in formal education of children: a scoping review.' Interactive Learning Environments, 31 (4). pp. 1974-1987. ISSN 1744-5191

Examining barriers to participation in further and continuing education in Germany: why a regional perspective is (still) important
article

Morris, T.H, Steinmüller, B and Rohs, M (2022) 'Examining barriers to participation in further and continuing education in Germany: why a regional perspective is (still) important.' International Review of Education, 68. pp. 551-577. ISSN 0020-8566

How creativity is oppressed through traditional education
article

Morris, T.H (2022) 'How creativity is oppressed through traditional education.' On the Horizon, 30 (3). pp. 133-140. ISSN 1074-8121

Digitization bolstering self-directed learning for information literate adults – a systematic review
article

Morris, T.H and Rohs, M (2021) 'Digitization bolstering self-directed learning for information literate adults – a systematic review.' Computers and Education Open, 2. e100048. ISSN 2666-5573

Meeting educational challenges of pre- and post- COVID-19 conditions through self-directed learning: considering the contextual quality of educational experience necessary
article

Morris, T.H (2021) 'Meeting educational challenges of pre- and post- COVID-19 conditions through self-directed learning: considering the contextual quality of educational experience necessary.' On the Horizon, 29 (2). pp. 52-61. ISSN 1074-8121

Self-directed experiential learning to meet ever-changing entrepreneurship demands
article

Morris, T.H and König, P.D (2021) 'Self-directed experiential learning to meet ever-changing entrepreneurship demands.' Education + Training, 63 (1). pp. 23-49. ISSN 0040-0912

Transformative learning through mindfulness: exploring the mechanism of change
article

Morris, T.H (2020) 'Transformative learning through mindfulness: exploring the mechanism of change.' Australian Journal of Adult Learning, 60 (1). pp. 44-65. ISSN 1443-1394

Creativity through self-directed learning: three distinct dimensions of teacher support
article

Morris, T.H (2020) 'Creativity through self-directed learning: three distinct dimensions of teacher support.' International Journal of Lifelong Education, 39 (2). pp. 168-178. ISSN 1464-519X

Experiential learning – a systematic review and revision of Kolb’s model
article

Morris, T.H (2020) 'Experiential learning – a systematic review and revision of Kolb’s model.' Interactive Learning Environments, 28 (8). pp. 1064-1077. ISSN 1744-5191

Self-directed learning: a fundamental competence in a rapidly changing world
article

Morris, T.H (2019) 'Self-directed learning: a fundamental competence in a rapidly changing world.' International Review of Education, 65 (4). pp. 633-653. ISSN 0020-8566

Adaptivity through self-directed learning to meet the challenges of our ever-changing world
article

Morris, T.H (2019) 'Adaptivity through self-directed learning to meet the challenges of our ever-changing world.' Adult Learning, 30 (2). pp. 56-66. ISSN 0955-2308

Vocational education of young adults in England: a systemic analysis of teaching–learning transactions that facilitate self-directed learning
article

Morris, T.H (2018) 'Vocational education of young adults in England: a systemic analysis of teaching–learning transactions that facilitate self-directed learning.' Journal of Vocational Education & Training, 70 (4). pp. 619-643. ISSN 1363-6820

Facilitating self-directed learning in adult and vocational education
thesis

Morris, T.H (2019) Facilitating self-directed learning in adult and vocational education. PhD thesis, University of Kaiserslautern.

Epistemologies and ethics in adult education and lifelong learning [book review]
other

Morris, T.H (2023) Epistemologies and ethics in adult education and lifelong learning [book review]. International Journal of Lifelong Education, 42 (1). pp. 117-119. ISSN 0260-1370

Self-directed learning as a tool for lifelong learning: fundamental to meet the demands of our ever-changing world [blog post]
other

Morris, T.H (2022) Self-directed learning as a tool for lifelong learning: fundamental to meet the demands of our ever-changing world [blog post]. Emerald Publishing.

How to teach without instructing: 29 smart rules for educators [book review]
other

Morris, T.H (2018) How to teach without instructing: 29 smart rules for educators [book review]. Adult Education Quarterly, 68 (1). pp. 80-81. ISSN 0741-7136

Conference presentations

Mountbatten-O'Malley, E., & Morris, T.H. (2025). Self-Directed Flourishing: a Conceptual Meta-Framework for Dealing with the Challenges of 21st Century Learning and Education. Post-digital innovations in Science, Education, Technology, Arts, and Culture International Conference.

Krause, C., Morris, T.H. (2025). Transformations Towards Integration of Theory and Practice in Vocational Orientation and Career Counselling – “The Bridge of Change”. Career Guidance in Science and Practice:  How can the Transfer be designed? 

Morris, T.H., Koutsouris, G., Stentiford, L., & Bremner, N. (2024). Self-Directed Learning: A Framework for Inclusion ‘In’ and ‘Through’ Education – A Systematic Review. Bath Spa University SoE Research and Scholarship Day Conference

Morris. T.H., Tembo, S., West, E., & Singh, V. (2024). Empowering Young Children Through Representation of Diversity: Parental Perspectives. Bath Spa University SoE Research and Scholarship Day Conference.

Morris, T.H. (2024). Transcendence: I’m 40 years of age now and I wish this perspective transformation happened earlier: Realizing how to use privilege as a white, heterosexual, middle-class male to empower others through Higher Education – an autoethnography. Bath Spa University: Learning & Teaching Symposium.

Morris, T.H., & Bengry, A. (2024). Higher Education in England: Why is Everyday a Sunday? Bath Spa University: Learning & Teaching Symposium.

Morris, T.H. (2023). Promoting World Peace through the Back Door: The Importance of Fostering (Self-Directed) Lifelong Learning Competence in Formal Schooling. I Vote for Peace Conference, Rivne, Ukraine.

Morris, T.H., and Preedy, S. (2023). Experiential Learning and Self-directed Learning as key pillars of Entrepreneurial Education. International Scientific and Practical Conference Innovation Research and Development Prospects of Science and Technology in the xxi Century, Rivne, Ukraine. International University of Economics and Humanities.

Morris, T. H., and Yeh, C. S-H. (2021). Presentation of research project. Self-directed learning to meet the challenges of our ever-changing world: an empirical study exploring how SDL promotes creativity in higher education. International Society for Self-Directed Learning, SDL Virtual Summit, USA.

Morris, T. H., and Schön, M. (2020). Poster presentation. Optimizing the facilitation of self-directed learning in online Higher Education. DGfE-Kongress 2020, Köln, Germany.

Morris, T. H., Rohs, M., Scherner, C., and Meilke, N. E. (2019). Poster presentation of research project. A systematic review of the typologies of self-directed adult learning. DGfE conference for adult education, Halle, Germany.

Morris, T. H. (2019). Poster presentation of research project. Experiential learning - a systematic review and revision of Kolb’s model. DGfE conference for adult education, Halle, Germany.

Morris, T. H. (2019). Defense presentation of doctoral thesis. University of Kaiserslautern. Facilitating self-directed learning in adult and vocational education.

Morris, T. H. (2018). Poster presentation at “Visions of Student Success" at the Hochschule Kaiserslautern. Morris, T. H. Vocational education of young adults in England: A systemic analysis of teaching-learning transactions that facilitate self-directed learning.

Morris, T. H. (2018). Preliminary presentation of doctoral thesis at University of Kaiserslautern research conference. Morris, T. H. Facilitating self-directed learning in adult and vocational education.