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Dergiler / Journal for the Education of Gifted Young Scientists / 2025 / Volume: 13 Issue: 4

Learner autonomy in higher education: A narrative review of definitions, operationalizations, models, measurement and theoretical foundations

Zihua Li(Woosong University)0009-0000-5288-5160
Hasan Tınmaz(Woosong University)0000-0003-4310-0848
Sayfa
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Yayın Tarihi
2025-12-30
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

This review argued that fostering learner autonomy requires alignment among pedagogical practices, institutional structures, and technological ecosystems.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:Learner autonomy (LA) has become a core competency in contemporary higher education, yet research on its conceptualization, operationalization, and implementation remains fragmented.
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Temel Bulgular & Veri:This article provided a comprehensive review of the evolution of the construct by examining its definitions, measurement approaches, conceptual models, and theoretical foundations.
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Sonuç & Katkı:This review argued that fostering learner autonomy requires alignment among pedagogical practices, institutional structures, and technological ecosystems.
🔬Tür:Literatür & Derleme Çalışması
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Learner autonomy · higher education · operationalization

Abstract

Learner autonomy (LA) has become a core competency in contemporary higher education, yet research on its conceptualization, operationalization, and implementation remains fragmented. This article provided a comprehensive review of the evolution of the construct by examining its definitions, measurement approaches, conceptual models, and theoretical foundations. Findings showed that LA has developed from an individual capacity for self-direction to a multidimensional and socially mediated construct shaped by cognitive, metacognitive, motivational, and contextual factors. Operationalizations have shifted from qualitative descriptions to structured, multi-factor models informed by self-regulated learning and self-determination theory. Conceptual models likewise progressed from linear and cognitive-based frameworks to sociocultural, ecological, and technology-mediated perspectives. Despite its pedagogical importance, challenges persisted, including conceptual ambiguity, overlapping constructs, inconsistent measurement tools, cultural variability, and the emerging influence of AI-driven learning environments. This review argued that fostering learner autonomy requires alignment among pedagogical practices, institutional structures, and technological ecosystems.

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Bu Makaleye Atıf Yap

Li, Z., Tınmaz, H. (2025). Learner autonomy in higher education: A narrative review of definitions, operationalizations, models, measurement and theoretical foundations. Journal for the Education of Gifted Young Scientists, Volume: 13 Issue: 4. https://doi.org/10.17478/jegys.1824359

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