Developing learner autonomy in higher education

Abstract

This article examines the concept of learner autonomy by tracing its theoretical origins and development to contemporary educational practice. It reviews key theoretical definitions proposed by Holec, Little, Dickinson, and Benson, highlighting the complex and evolving nature of learner autonomy. The study explores the role of autonomy in second-language learning and addresses the limited scope of empirical research on autonomous learning materials. Historical and philosophical foundations, including the ideas of Montessori, Waldorf, Dewey, Galileo, and Rousseau, are analyzed to demonstrate the long-standing relevance of autonomous learning principles. Modern interpretations, such as Kolb’s experiential learning model and digital educational innovations, are discussed to show how learner autonomy fosters metacognitive awareness, intrinsic motivation, and lifelong learning skills. The article also analyzes a Facebook-based tandem language-learning project as a practical example of autonomous learning in action. It concludes that learner autonomy is essential for preparing learners for the demands of a digital and AI-driven educational environment and remains a key component of contemporary and future higher education.