The term autonomous learning is a controversial one. It is raised in training sessions, coursebooks, and educational discussions; yet, in real classrooms, it raises more challenging questions: Are we ready to step back? Are students ready to shoulder the responsibility that autonomy requires? It may sound ideal, but it also carries uncertainty and discomfort.
This article looks at both sides and tries to explore these fine lines.
What does the term “autonomy” mean in education?
First, let’s explore what the term “learner autonomy” involves. Does it mean to leave room for students to work and explore? And above all, what is the teacher’s role in the classroom?
To my mind, and from my experience, autonomy is not something that appears suddenly. It means that from their early school years, students are carefully guided to step into the world of knowledge, explore, and finally assimilate. They should be cultivated to take on autonomy and be ready to handle it.
At the same time, we have to shed light on the teachers’ role. Autonomous learners need equally trained educators who have to shift from classroom controllers to regulators. Are we ready for such a shift? It involves great effort and a new mindset.
In real practice
Both sides have to adjust to their new role. Learners are not left alone to navigate everything independently. At the same time, teachers do not step aside completely. On the contrary, they often appear in small but subtle moments, when students make choices about how to approach a task, discuss meaning with peers, or take the initiative to correct their own mistakes.
In autonomous classrooms, the teacher is still very much present. The alteration lies in their role. It is just different! The focus is on how the content is delivered and the conditions under which learning takes place. Actually, teachers are no longer leaders; they are facilitators. Their role is adjusted to new practices. They are not performers anymore; they are guides who, through questions, prompts, and carefully designed tasks, assist their learners while exploring and making decisions themselves.
Such a shift cannot be achieved overnight. Both teachers and learners need a gradual adjustment. Most importantly, this approach must be adapted to different contexts and educational levels.
Arising Problems
There is a common assumption that autonomy leads to engagement. When teachers refer to autonomy, there is the instant assumption of “engagement”. We tend to believe that, due to personal involvement, students will directly feel engaged. Many of them, especially those coming from structured learning environments, may initially feel uncertain or even anxious. In other words, they might get disengaged rather than engaged, or they may feel uncertain instead of empowered.
Additionally, the second participant in the equation, the teacher, may experience a feeling of unpredictability. Noise levels may increase, and the outcome may seem vague. Additionally, through time, teachers develop a sense of “covering material”. This will be affected directly, as it cannot be predicted how learners will respond to the new approach, particularly in systems that are based on exam results and measurable progress.
There is also the risk of misunderstandings when tasks may become too open-ended, instructions are vague, and expectations are unclear. In such cases, both teachers and learners may feel that something is not working properly.
Possible solutions
Teachers are called to evolve into their new role and become designers of learning experiences. They create opportunities for interaction and assist learners in reflecting on their progress, and remain actively involved throughout the process. Classroom freedom does not mean the absence of direction. On the contrary, it is a demanding experience, and there is always some unpredictability as to what might come up. So, the teacher needs to present carefully staged activities along with well-designed instructions and provide a gradual release of responsibility.
Allow me to give an example: the teacher may begin with a guided task, modelling strategies and ways of thinking. Then learners take over and work in pairs or groups to apply these strategies and complete the tasks. Finally, they move on to work on more open exercises. They make decisions and complete tasks. In this way, autonomy develops within a clear structure.
Are we ready to step back?
This is not a simple answer. It is more of an ongoing process where both sides need to adjust and evolve to reach a fruitful outcome. Teachers may adjust according to circumstances. So, sometimes they may need to step back to more steady methods. Others may need to push to create a more flexible learning process. The real challenge may not be students learning to take control, but how teachers will learn to let go.
