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

Zihua Li; Hasan Tınmaz

doi:10.17478/jegys.1824359

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

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.

Keywords

References

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Details

Primary Language

English

Subjects

Learning, Motivation and Emotion

Journal Section

Research Article

Authors

Zihua Li This is me
0009-0000-5288-5160
South Korea

Hasan Tınmaz ^*
0000-0003-4310-0848
South Korea

Publication Date

December 30, 2025

Submission Date

November 15, 2025

Acceptance Date

December 24, 2025

Published in Issue

Year 2025 Volume: 13 Number: 4

DOI

https://doi.org/10.17478/jegys.1824359

IZ

https://izlik.org/JA42PT94PN

Cite

RIS / Bibtex

APA

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, 13(4), 263-278. https://doi.org/10.17478/jegys.1824359

AMA

1.Li Z, Tınmaz H. Learner autonomy in higher education: A narrative review of definitions, operationalizations, models, measurement and theoretical foundations. JEGYS. 2025;13(4):263-278. doi:10.17478/jegys.1824359

Chicago

Li, Zihua, and Hasan Tınmaz. 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 13 (4): 263-78. https://doi.org/10.17478/jegys.1824359.

EndNote

Li Z, Tınmaz H (December 1, 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 13 4 263–278.

IEEE

[1]Z. Li and H. Tınmaz, “Learner autonomy in higher education: A narrative review of definitions, operationalizations, models, measurement and theoretical foundations”, JEGYS, vol. 13, no. 4, pp. 263–278, Dec. 2025, doi: 10.17478/jegys.1824359.

ISNAD

Li, Zihua - Tınmaz, Hasan. “Learner Autonomy in Higher Education: A Narrative Review of Definitions, Operationalizations, Models, Measurement and Theoretical Foundations”. Journal for the Education of Gifted Young Scientists 13/4 (December 1, 2025): 263-278. https://doi.org/10.17478/jegys.1824359.

JAMA

1.Li Z, Tınmaz H. Learner autonomy in higher education: A narrative review of definitions, operationalizations, models, measurement and theoretical foundations. JEGYS. 2025;13:263–278.

MLA

Li, Zihua, and Hasan Tınmaz. “Learner Autonomy in Higher Education: A Narrative Review of Definitions, Operationalizations, Models, Measurement and Theoretical Foundations”. Journal for the Education of Gifted Young Scientists, vol. 13, no. 4, Dec. 2025, pp. 263-78, doi:10.17478/jegys.1824359.

Vancouver

1.Zihua Li, Hasan Tınmaz. Learner autonomy in higher education: A narrative review of definitions, operationalizations, models, measurement and theoretical foundations. JEGYS. 2025 Dec. 1;13(4):263-78. doi:10.17478/jegys.1824359