A Feasibility Study on Teacher Autonomy Support Intervention in Enhancing College Students’ Autonomous Learning Ability
Abstract
In the context of globalization and digital technologies driving the shift in educational goals towards “competency development,” Chinese university students face the issues of insufficient extracurricular autonomous learning time and over-reliance on teacher-led knowledge transmission. Teacher autonomy support is considered a key strategy to enhance students’ autonomous learning abilities. This study systematically examines the feasibility of teachers stimulating students’ intrinsic motivation by providing choices, supporting decision-making, and creating a supportive environment, through five dimensions: policy support, theoretical foundation, practical effects, resource support, and group adaptability. It also highlights the need for future research to focus on subject and student background differences, explore intervention pathways in digital environments, and improve localized implementation guidelines.
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