In this article, the authors provide a comprehensive examination of the theoretical, methodological, and practical foundations regarding the issue of student self-education in the era of globalization and digitalization. A profound scientific, pedagogical, and psychological analysis of the essence and content of "self-education" is conducted, defining its place and strategic significance within the modern higher education system. The study analyzes the cognitive-motivational aspects of organizing independent work, viewing its structure as an interconnection of knowledge, skills, abilities, and metacognitive capacities realized through the effective selection of digital information resources. The impact of this process on enhancing individual cognitive activity, academic independence, and responsibility is described. Self-education is identified as a key factor in personal and professional development, characterizing it not merely as knowledge accumulation, but as a process of developing intellectual autonomy.

New methodological models integrating digital ecosystems and internal student motivation are highlighted.