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

Year 2025, Volume: 13 Issue: 4, 263 - 278, 30.12.2025

Zihua Li Hasan Tınmaz

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

https://izlik.org/JA42PT94PN

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

Learner autonomy , higher education , operationalization , conceptual model , Measurement

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