DEVELOPING LEARNERS’ AUTONOMY IN HIGHER EDUCATION: COMPARATIVE PERSPECTIVES
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Abstract:
The article explores the development of students’ independent study skills as a key component of modern education systems. It highlights how globalization, digitalization, and lifelong learning require learners to become self-regulated, motivated, and reflective. Drawing on theories by Zimmerman, Pintrich, and Deci & Ryan, the study emphasizes planning, strategy use, and feedback as essential elements of self-regulated learning. Through a comparative analysis of educational practices in the United Kingdom, Finland, Singapore, Australia, the United States, and Uzbekistan, the paper identifies shared strategies such as explicit instruction, formative assessment, and technology-enhanced learning environments. The research underscores that independent learning flourishes when autonomy is balanced with structure and supported by institutional frameworks. Uzbekistan’s current reforms are discussed within this global context, showing progress toward integrating international best practices. Ultimately, the article concludes that fostering independence requires deliberate design, teacher guidance, and consistent policy support for lifelong learning.
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