Self-directed learning (SDL) is a critical skill that fosters motivation and lifelong learning by empowering individuals to set their own goals, choose resources, and manage their progress independently. Unlike traditional teacher-directed education, which may stall without guidance, SDL is personalized and adapts to each learner&rsquos unique context, allowing for greater autonomy and success on their own terms. Malcolm Knowles (1975) introduced this concept, highlighting that adults become more responsible and self-directed in their learning. SDL is crucial for Research scholars, as it requires them to stay motivated, gather knowledge from various sources, set clear goals, choose effective strategies, and identify the best resources for their research. This research aims to explore the presence and impact of self-directed learning in a Research scholar's journey. It seeks to examine the beliefs, attitudes, behavioral indicators, the relationship between SDL and academic performance, differences in SDL across research fields and gender, and factors that influence Research scholars' ability to become self-directed learners. In this study, mixed-methods approach will be employed, incorporating both qualitative and quantitative methods. The findings will contribute to the field of education by highlighting the importance of self-directed learning for Research scholars and help create a roadmap for quality research in India. This study emphasizes the need to foster and sustain self-directed learning skills among Research scholars and provides guidance for Research programs to develop strategies that enhance self-direction in research, ultimately improving research quality.

Keywords: Self-directed Learning, Research Scholars, Research, Self-direction, Adult Education, Motivation, Responsibility, Quality Research