Learner autonomy-an essential skill to be developed

Ever since I entered the field of education and academia, each year seems to pass in the blink of an eye, and before I realise it, we are already standing on the threshold of another academic session. With technology increasingly taking charge of education and the growing use of artificial intelligence in the sector, there is no denying that we are witnessing a transformative shift in education for all.

With this shift, educators now need to focus more on developing skills in the learners that make them future-ready to face the challenges of the 21st century. Ready to make the decisions that not only define their critical thinking but also provide the solutions. This is where the role of an educator becomes important in today’s scenario more than ever. In today’s time, the foremost requirement of an educator is to motivate their learners in a manner where they are not reluctant to take responsibility for their actions, henceforth developing the much-needed skill: decision-making.

Educators must understand the real-world relevance of this skill and hence must consider it essential to embed this skill into their teaching and learning practices that prepare the learners to engage confidently and responsibly beyond the school environment.

But how do we ensure that it is practically embedded into our teaching strategies when we structure our classroom? What could we start with? How do we motivate our learners?

Reflecting on my initial experience of teaching, I remember how learners would initially be reluctant in taking accountability of any activities planned in the class and soon I realised and understood that when learners are given justification of the learning activities conducted in the class and how these activities could assist them in their learning, they are likely to be more motivated in taking full autonomy over their own learning. It is essential to give them this autonomy, but with clear instructions and learning objectives.

Talking from my personal experiences of Media Studies classes with AS and A levels, rather than directing each step, I allow learners to make their own decisions about how they would approach the task, manage their time, and demonstrate their understanding. On observing the process, I was awestruck by how confidently learners took ownership of their work. Many showed high levels of engagement and perseverance, and all were able to achieve the learning outcome, some in ways I had not anticipated.

This experience reinforced for me the importance of a positive classroom environment in supporting learner autonomy. If the classroom culture is built on trust, respect, and open communication, learners will feel safe to explore ideas, ask questions, and learn from mistakes. Rather than relying on constant reassurance, learners will learn to take responsibility for their choices and progress, and at the time of a challenging situation, they will be more willing to problem-solve independently without waiting for teacher intervention. This will be helpful in creating a sense of accountability that will be closely linked to the supportive environment created in the classroom.

It is essential to understand that the key to building a positive classroom environment is by ensuring that learners understand that they are responsible for their own learning, and this is reflected in their focus, self-reflection, and willingness to revise their work. By feeling trusted and respected, they will be motivated to meet expectations and take pride in their achievements.

Reflecting on this experience, I recognise that learner autonomy is not at all about stepping away as the teacher, but about creating the conditions that allow learners to thrive independently. A positive classroom environment created by educators can go a long way in nurturing accountability, confidence, and ownership, ultimately enabling learners to become active and responsible participants in their learning.