In adult education, the concept of self-directed learning is of great importance. The term emerged in the field of adult education in the 1970s and is still widely used. Experience shows that it is a concept present in theory, discussions, and the exchange of opinions, but rarely systematically applied in adult learning.

The present study aims to explore self-directed learning of adults in evening schools in Bulgaria. We assume that the autonomous and voluntary decision to choose evening school as a place to continue and complete education is already an expressed indication of the ability for self-direction. The skills of adults to plan, implement, and finish their education are a reflection of varying degrees of self-direction.

The methodology of the research includes four levels of self-directed learning for adults in evening schools:
- Level 1 – autonomous decision-making to return to school and continue education;
- Level 2 – planning for learning – 1) choosing an appropriate form of education that allows for a successful combination of learning, work, and family for the specific learner (a sense of personal effectiveness); 2) skills for planning the learning process – organizational-time; 3) motivation for learning.
- Level 3 – independent learning – 1) goal-setting, 2) structuring learning, 3) applying learning strategies, 4) searching for and using appropriate learning resources, 5) evaluating the achieved results, 6) reflecting on the level of goal achievement.
- Level 4 – achieving results / completing learning – 1) successfully finishing individual school grades, 2) successfully completing education and graduating, 3) motivation to continue education at the next level.

In the framework of the empirical research, interviews were conducted with the directors of three evening schools in the country. During visits to the schools, seven focus groups were also held with adult learners in the same schools. It was examined to what extent the main characteristics of self-directed learning at the outlined four levels are observed among adult learners in evening schools and how this influences teaching approaches in the learning process. Through the focus groups with learners, a self-assessment of self-directed learning skills at the four levels was additionally carried out.

As a research method, the focus group allowed for the collection of data on specific factors and motivations for learning in real time, "unfiltered," and for exploring attitudes and perceptions towards the role of evening schools on motivation to learn. Semi-structured group interviews were used.

The findings and conclusions indicate that self-directed learning is directly dependent on personal attitude, orientation, and motivation for learning and goal setting. On the other hand, it has situational aspects and can be a reaction or response to a specific learning situation. Therefore, the way the educational institution creates conditions for the development of self-directed learning and self-directed learners is of great importance.

A person's ability to be self-directed is crucial for their development and for the society of which they are a part. Motivated adult learners, with a developed sense of self-efficacy and learning attitudes, can develop their abilities for self-directed learning if the educational environment creates conditions to support them.

Keywords: Lifelong learning, Self-directed learning, Evening schools.