Evolution of Autonomous Learning: A Critical Analysis of Pedagogical Theories and Their Implementation in Higher Education and Secondary School

Abstract

Autonomous learning is a key competence in higher education and baccalaureate, adapting to changing academic and social demands. This article critically analyzes pedagogical theories such as constructivism, self-regulation, and metacognition, which underpin this practice. Through a literature review of studies between 2013 and 2023, effective strategies such as the flipped classroom, the use of information and communication technologies (ICT) and collaborative learning, which promote student independence, critical thinking and performance, are examined academician. Despite its positive impact, autonomous learning faces challenges, such as balancing autonomy with gradual teacher supervision and integrating collaborative approaches to strengthen social skills. The conclusions highlight that combining this methodology with techniques such as project-based learning is beneficial for developing key competencies and improving academic performance. Furthermore, the study underscores the need for a balanced pedagogical approach that facilitates the transition to autonomy, especially in an increasingly digital educational context, providing students with tools to face contemporary challenges and foster sustainable and effective learning.