Students' Readiness and Perceptions of Autonomous Learning: A Case Study of UMI students

This paper aims to investigate the readiness and perceptions of students towards autonomous learning at the Faculty of Arts, Moulay Ismail University, Meknes, English Department, a concept that emphasizes learner independence and self-regulation in the educational process. As educational paradigms shift towards more student-centered approaches, understanding how prepared students are for such autonomy is crucial for successful implementation. This case study uses a mixed-methods approach, combining surveys and interviews to assess students' self-efficacy, motivation, and attitudes towards independent learning. It involves 120 participants, the research focuses on the impact of demographic variables such as age, gender, and educational background on students' readiness and attitudes, the factors influencing their readiness for autonomous learning, their perceptions of the benefits and challenges of autonomous learning compared to traditional learning, and the relationship between self-efficacy and perceived readiness. The findings reveal varying levels of readiness among students, influenced by factors such as prior learning experiences, access to resources, and personal motivation. While a significant portion of students express enthusiasm for the flexibility and empowerment associated with autonomous learning, others indicate concerns about the challenges it presents, including time management and the need for self-discipline. The study concludes by discussing the implications for curriculum design and the support structures necessary to enhance students' readiness for autonomous learning at UMI.