Reimagining academic freedom as collective capability

We examine the evolving nature of academic freedom through the lived experiences of academics in higher education. Drawing on in-depth interviews with 43 academics across multiple world regions, this study advances theoretical understanding by developing a comprehensive philosophical framework that integrates epistemological, ontological, axiological, and praxiological dimensions. We propose to frame academic freedom as a collective capability that shapes and is shaped by institutional structures, power relations, and societal dynamics. It transcends traditional rights-based conceptualizations, illuminating how academic freedom operates as a complex ecosystem of epistemic inquiry, institutional structures, ethical principles, and practical strategies. It represents the capability of academic communities to pursue, create, and disseminate knowledge through epistemological freedom to challenge dominant paradigms and legitimize diverse ways of knowing; ontological autonomy to define and negotiate the boundaries between institutional enablement and institutional constraint; axiological independence to balance individual scholarly integrity with collective responsibility; and praxiological agency to implement innovative teaching and research practices within institutional frameworks. Our findings reveal how faculty negotiate institutional constraints through strategic engagement with these dimensions. The future of academic freedom appears increasingly shaped by technological advancements, political polarization, funding constraints, and evolving societal expectations, imposing adaptive institutional responses that balance these factors with scholarly independence and autonomy. Emerging themes suggest that DEI initiatives and spiritual practices have a relevant role in understanding the manifestations of academic freedom.