Özet:

Abstract Educational settings should be organized to support autonomous but relational self-construals in order for a person to be self-driving and self-directed. An individual who has an autonomous-relational self is an individual who has managed to be oneself within ourselves. He/she can move his/her own reasoning into social thinking without hesitation. Both remote and face-to-face constructivist classes are inherently flexible enough to support this self-construals. If planned correctly, it is possible to implement both autonomy and cooperation together in these classes. This review study discusses how learning environments that support autonomous-relational self-construals can be created and presents a three-dimensional approach to structuring this process. These three dimensions are categorized and conceptualized according to the related literature in the context of instructional design with the theme of “becoming oneself" in regard to how self-esteem, self-confidence, self-control, epistemological belief, and self-determination should be developed through learning outcomes and how independent self-construals should be supported”; and the theme of “becoming ourselves " in regard to how to ensure that we can be ourselves in the process through cooperation and conflict management, and how to support a mutually dependent self-construals”; and the theme of “becoming oneself within ourselves” in regard to protecting the self in the group with task-oriented strategies in which individual differences are preserved, and how autonomous-relational self-construals should be supported.

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