The purpose of this study is to identify and analyze the components of self-directed learning in higher education, focusing on faculty members of the Islamic Azad University of Kermanshah as a case study. In terms of purpose, the research is applied, and in terms of implementation method, it is qualitative with a grounded theory approach. The statistical population consisted of 20 professors and faculty members of the Islamic Azad University, Kermanshah Branch, in the 2023–2024 academic year, selected via purposive sampling. Semi-structured interviews were used for data collection, and grounded theory was employed for data analysis. Self-directed learning in higher education is a multidimensional phenomenon comprising causal, central, contextual, and intervening conditions, as well as strategies and consequences. Key elements identified include self-awareness, self-motivation, self-management, self-monitoring, time management, critical thinking, responsibility, and lifelong learning. The results indicate that strengthening self-directed learning can play an effective role in enhancing the quality of higher education and developing professional competencies. Therefore, this study considers the promotion of self-directed learning as a strategic imperative for Iran’s higher education, the realization of which depends on coordinated transformation across three levels: at the student level, through fostering responsibility and metacognitive skills via integrated curricula and workshops; at the instructor level, through empowering active teaching methods, assuming mentoring roles, and revising the promotion system; and at the institutional level, through redesigning courses toward project-based learning and providing digital infrastructure.