Autodidacticism As a Driver of Educational Achievement among Positive Deviant Fishermen Families in Pattinapakkam: A Case Study

This paper discusses the support of self-directed learning (autodidacticism) by positive deviant fishermen families in Pattinapakkam, Chennai, to ensure their children achieve success in education and professional fields. It explores the role of motivation, family support, community collaboration, and digital skill development in fostering learning within a socioeconomically constrained environment. The study employed a qualitative case study design, focusing on a purposive sample of three families who, despite limited resources, facilitated independent learning by creating enabling environments. Document reviews, observations, and interviews shed light on how self-learning behaviors are cultivated in everyday family life. The thematic analysis revealed four key themes: motivation, family support, community learning, and digital skill development, which together form an ecosystem of empowerment through self-learning. The results indicated that motivation was the primary catalyst for learning, with family support providing emotional stability. Community spaces contributed to knowledge-sharing and accountability, while digital skills, particularly computer programming, and online education created pathways to employment. These interconnected factors demonstrate how autodidacticism fosters social and economic mobility. The study concludes that education in marginalized populations can thrive through self-drive, cooperation, and the strategic use of online resources.