AUTONOMOUS LEARNING – A THEORETICAL APPROACH

<doi>10.24250/jpe/SI/2023/MIA/</doi>

Abstract

Autonomy is a pedagogical concept with multiple educational dimensions, the most important correlative notions being involvement, freedom of choice, responsibility, critical thinking, and metacognition. Educational autonomy is a pedagogical concept with multiple educational dimensions, important correlative notions being activation, freedom of choice, responsibility, critical thinking, and metacognition. The common teacher-student actions aim to increase the student's autonomy and include the acquisition of meta-knowledge and the use of meta-cognitive strategies, reflection on knowledge, performing self-evaluations and co-evaluations, combining individual activity with cooperative work activities, and mutual exchanges. The student thus contributes responsibly to his own training, (self) training. The autonomy of the student is objectified in the management of the new knowledge, in setting their own goals and strategies of learning and training, in the hierarchy of priorities, in the design of the strategies of (self) monitoring and self-evaluation, in the curricular management, in the time management. Just like self-education, self-training refers to the conscious, voluntary processes, in which the person undertakes actions aimed, consciously, at qualitative transformations, which lead to the development of his own personality. In self-training, "learning to learn" is essential, understood as the assimilation of cognitive/intellectual and metacognitive skills, contributing to the transformation of self-instruction and self-training into a necessity.