EXPLORING LEARNER AUTONOMY: A CONCEPTUAL PERSPECTIVE ON SELF-DIRECTED LEARNING IN HIGHER EDUCATION

Abstract

In recent years, higher education has shifted from traditional teacher-centered approaches to learner-centered methodologies, emphasizing learner autonomy and self-directed learning (SDL). Learner autonomy, which involves students taking control of their learning by setting goals, selecting strategies, and assessing progress, is increasingly recognized as a crucial competency for academic success and lifelong learning. However, despite its theoretical prominence, challenges remain in effectively fostering and assessing learner autonomy in higher education. Existing literature primarily focuses on Western educational contexts, leaving a gap in understanding how SDL develops in diverse cultural and institutional settings. Additionally, while digital learning tools have been widely integrated into higher education, empirical studies assessing their effectiveness in enhancing SDL remain limited. This study explores the theoretical foundations of learner autonomy, drawing from Constructivist Learning Theory, Self-Determination Theory (SDT), and Andragogy to examine the factors influencing SDL in higher education. Key findings suggest that motivation, metacognitive skills, technology integration, and instructor support play essential roles in fostering learner autonomy. However, the conceptual ambiguity surrounding SDL, the lack of longitudinal studies on its progression, and the need for cross-cultural research remain critical challenges.  The study underscores the importance of integrating student-centered learning strategies, faculty training, and AI-driven educational technologies into higher education curricula to enhance SDL. Future research should focus on cross-cultural comparisons, longitudinal tracking of SDL outcomes, and the role of emerging technologies such as AI and gamification in supporting autonomous learning. Strengthening collaborations between academicians, policymakers, and industry stakeholders will be crucial in developing educational frameworks that promote SDL and prepare students for an increasingly complex and autonomous learning environment. By fostering learner autonomy, higher education institutions can equip students with critical thinking skills, adaptability, and the capacity for lifelong learning.