This paper emphasized the role of self-directed learning in promoting autonomy, academic success, and crucial lifelong learning skills. However, a persistent challenge in many Saudi EFL contexts is the reliance on teaching practices that fail to promote learners’ autonomous learning. This reliance may impede effective language acquisition and promote surface-level learning. Therefore, the paper called for further integration of self-directed learning principles within the unique framework of EFL higher education in Saudi Arabia. The aim was to empower Saudi EFL students with life-long skills to independently navigate their language acquisition journey and promote their academic independence. Through an extensive review of the literature, the paper illustrated the transformative role of SDL in equipping students with the essential competencies required for academic success in a globally connected world. It specifically investigated key literature, theoretical frameworks, and empirical studies to synthesize insights on the potential benefits and challenges of integrating self-directed learning strategies in Saudi EFL settings. The review yielded clear insights into the influence of SDL on language acquisition, addressing its integration with technology, relevance in higher education, and considerations of learner readiness and their pragmatic attitude towards SDL. Practical recommendations were embedded within the discussion of these facets and elaborated upon towards the end. The paper ended by discussing in detail the potential implications for teachers and policymakers in Saudi EFL higher education, emphasizing the importance of nurturing self-directed learning as a fundamental force toward promoting academic independence and adequately preparing students for the evolving demands of a globalized society. ©Authors.
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