El aprendizaje autónomo en educación superior. Revisión sistemática

Introduction: higher education requires new learning scenarios, centered on flexible didactic strategies that allow student autonomy and contribute to their maturity in communicative-research competencies. Objective: various investigations carried out regarding autonomous learning in higher education were analyzed. The research was important because it verified the relationship between autonomy and learning. Methods: qualitative research, systematic review, followed the standards of the PRISMA Declaration; The information was obtained in the Scopus database, in the period 2018-2023 following the inclusion and exclusion criteria. For the analysis, 50 articles were selected (31 quantitative, 5 qualitative and 14 mixed). Results: they revealed that autonomous learning is the result of the union of individual or group work, self-motivation, solution strategies, responsibility, empowerment and autonomy on the part of the student together with freedom, empowerment, preparation of didactic material. of the teacher. Conclusion: most of the research emphasizes personal responsibility in the face of a situation and self-direction of learning; however, no study addresses the five dimensions of autonomous learning.