<![CDATA[Self-evaluation in educational institutions continues to face significant methodological challenges, particularly the lack of systematic studies mapping models, techniques, and analyses comprehensively. This study aims to analyze self-evaluation methodologies in education, covering dominant models, data collection techniques, and analytical methods. A qualitative approach using systematic library research based on PRISMA principles was applied, drawing from Scopus and SINTA 1–2 indexed articles published between 2014–2024, analyzed through content analysis with source triangulation. Four dominant models were identified: standards-based, tiered competency-based reflective, SWOT strategic-analytical, and performance-based with external assessment integration. Data collection techniques include observation, semi-structured interviews, Likert questionnaires, document analysis, and learning analytics. The effectiveness of self-evaluation is determined by model appropriateness, data validity, and analytical precision, underpinned by leadership commitment, stakeholder engagement, and institutional transparency.]]>
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